Hawthorn Curriculum Guide 2008-2009

2008-2009
Hawthorn School District #73
Curriculum Guide
Curriculum Maps for Academic Content Areas
w w w.hawth orn 73 .org
841 West End Court Vernon Hills, Illinois 60061 Phone (847) 990-4200 Fax (847) 367-3290 www.hawthorn73.org
Foreword Hawthorn School District 73 is committed to providing high quality education as a foundation for our students to become successful citizens of the 21st century. The Hawthorn schools strive to meet the needs of each of our students, capitalizing on their strengths and utilizing a wide range of resources to provide support for any challenges they encounter. Our fast-paced, ever changing society provides an exciting backdrop for our learning, and using current tools and resources, our teachers make their classrooms and the curriculum relevant to our students lives. Hawthorn has developed this guide to provide teachers, students, and families with a comprehensive look at our curriculum. As a planning document, the Hawthorn curriculum guide includes those key concepts and standards that our teachers feel all students should understand by the end of each grade level. Our teachers use these concepts to plan engaging units of study and lessons, and to design effective assessments which will provide them with reliable information on their students progress. It is revised annually based on ongoing feedback and review to assure that the most appropriate learning goals are identified at each grade level, based on established criteria from state and national standards, as well as our districts specific needs. Some new features of the guide for this year include: technology standards in the four main content areas of language arts, mathematics, science and social studies, as well as Enduring Understandings and Essential Questions, which will support teachers in designing units and lessons in the Understanding by Design (UbD) format. This proven method of unit development, designed by Jay McTighe and Grant Wiggins, helps teachers to think with the end in mind and stay focused on what students should know and be able to do by the end of their units of instruction. Hawthorn families will also continue to be provided with supplemental documents to this curriculum guide. Our Parent Curriculum Grade-Level Flyers, similar in size and design to our monthly Hawthorn Highlights newsletters, present in four-to-six pages an overview of the curriculum for a particular grade level. Standards-Based Report Cards will also be provided to families of students in Kindergarten, first, third, fourth, sixth, and seventh grades this year. All grade levels will receive this type of report card for the 2009-2010 school year. We are grateful to the Hawthorn Board of Education for its continued support in our ongoing endeavor to align and improve our curriculum and programs. We also acknowledge the leadership of last years Teaching and Learning Coaches (TLCs) Sheryl Kabak, Karen Olker, Dan Schneider, Maureen Vinci, and Katie Waggoner, as well as the list of teachers on the following page who provided their expertise in reviewing the guide for this year. Everyone responsible for making this a living, breathing, working document has provided a valuable service to our school community. We encourage you to visit our website often this year. You are welcome to provide comments and feedback related to the curriculum guide on the <learning@ hawthorn> link. We are excited about the journey of bringing the best in curriculum, instruction, and assessment to our students. We are well on our way to realizing our goal of Learning for All Whatever it Takes.
Hawthorn School District 73
Honored for Excellence in Education

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2008 Hawthorn District 73 Curriculum Advisers

The Hawthorn school community extends thanks to the following teachers who worked, under the guidance of Lisa Cerauli, Director of Student Achievement and 21st Century Learning and Karen Olker, Coordinator of Staff Development, to further our curriculum development this year.
Kindergarten
Leslie Harris Kelly Kirby Laura Klunder Lisa Lasko Kelly Rude Jennifer Sajovec
Fourth Grade
Angel Colon Tess Fotidzis Marlene Horan Diane Krueger Jacqui Ray Jennifer Schmitt Joanne Schorsch Terri Wignall Kathy Wysong
Seventh Grade
Tia Alexander Tommie Arens Erin Brickman Mary Castellano Jim Ciecewa Shannon Masini Josephine Munkvold Joe Omiatek Donna Peck John Reid Lisa Wilgus
First Grade
Deb Anderson Jennifer Arroyo Mimi Batson Brenda Blue
Fifth Grade
Kirsten Kloss Cathy Park Donna Peck Dawn Roth Jennifer Schmidt Andrea Trela Barb Zailyk
Eighth Grade
Tia Alexander Sally Busse Kerry Frischkorn Lisa Lee Kmichik Chris Kwiatowski Renee Schiemann Doug Shearer
Second Grade
Kristi Hughes Mindy Lamberti Melissa Sabin Katie Wheeler Rachel Zabel
Sixth Grade
Anne Buckton Sandi Epstein Kathy Ford Brenda Henriksen Sara Hilger Chris Humboldt Linda Knezovich Mary Krause Marilyn Simon Judy Waitz Maureen Wright Dan Yablonsky
Third Grade
Adrienne Anderson Lauren DeBenedetto Sara Ivy Katie Kisellus Jennifer Koschmann Ellen Macy Laura Preston Patty VonKamecke
Table of Contents
Language Arts Curriculum Maps
Language Arts Power Curriculum Kindergarten Language Arts) First Grade Language Arts Second Grade Language Arts Third Grade Language Arts Fourth Grade Language) Fifth Grade Language Arts Sixth Grade Language Arts Seventh Grade Language Eighth Grade Language Arts) 7 9 9 9 16 16 16 25 25 25
Social Studies Curriculum Maps

Social Studies Power Curriculum Kindergarten Social Studies First Grade Social Studies Second Grade Social Studies Third Grade Social Studies Fourth Grade Social Studies Fifth Grade Social Studies Sixth Grade Social Studies Seventh Grade Social Studies) Eighth Grade Social Studies 79 81 81 81 86 86 86 92 92 92
Foreign Language Curriculum Maps

Power Standards and Safety Net Curriculum for Foreign Language Kindergarten Foreign Language First Grade Foreign Language Second Grade Foreign Language Third Grade Foreign Language Fourth Grade Foreign Language Fifth Grade Foreign Language Sixth Grade Foreign Language Seventh Grade Foreign Language Eighth Grade Foreign Language 133 134 134 134 137 137 137 141 141 141
Mathematics Curriculum Maps

Mathematics Power Curriculum Kindergarten Mathematics First Grade Mathematics Second Grade Mathematics Third Grade Mathematics Fourth Grade Mathematics Fifth Grade Mathematics Sixth Grade Mathematics Seventh Grade Mathematics Eighth Grade Mathematics 33 35 35 35 40 40 40 48 48 48
Physical Development and Health Curriculum Maps

Power Standards and Safety Net Curriculum for Physical Development and Health 101 Kindergarten Physical Eduction and Health 103 First Grade Physical Eduction and Health 103 Second Grade Physical Eduction and Health 103 Third Grade Physical Eduction and Health 107 Fourth Grade Physical Eduction and Health 107 Fifth Grade Physical Eduction and Health 107 Sixth Grade Physical Eduction and Health 111 Seventh Grade Physical Eduction and Health 111 Eighth Grade Physical Eduction and Health 111
Science Curriculum Maps

Science Power Curriculum Kindergarten Science First Grade Science Second Grade Science Third Grade Science Fourth Grade Science Fifth Grade Science Sixth Grade Science Seventh Grade Science Eighth Grade Science 57 59 59 59 63 63 63 70 70 70
Fine Arts Curriculum Maps

Power Standards and Safety Net Curriculum for Fine Arts 116 Kindergarten Fine Arts 117 First Grade Fine Arts 117 Second Grade Fine Arts 117 Third Grade Fine Arts 122 Fourth Grade Fine Arts 122 Fifth Grade Fine Arts 122 Sixth Grade Fine Arts 127 Seventh Grade Fine Arts 127 Eighth Grade Fine Arts 127
Notes/Updates
Key Terminology in the 2008-2009 Curriculum Guide

The Big Ideas
All Hawthorn teachers practice the Understanding by Design (UbD) model of backward design, developed by Grant Wiggins and Jay McTighe. This framework helps teachers focus on desired results first, and designing authentic assessments which offer students opportunities to demonstrate their learning in a variety of ways. Teachers clearly define what every student should know and be able to do as a result of their interaction with the curriculum and instruction through the use of this model. Students are focused on standards through the lens of a Big Idea. Wiggins and McTighe define the Big Ideas as central and organizing notions. They are core ideas in a subject which have lasting value and transfer to other inquiries, requiring uncoverage since they are not obvious.
Enduring Understandings
According to Wiggins and McTighe, Enduring Understandings are what students should remember about a topic 40 years after they have learned it. These understandings are made up of the concepts, principles, and theories that weave many facts into revealing and useful patterns. They help students make connections in their learning as students and adults. These understandings are often counterintuitive and must be uncovered through questioning and inquiry.
Essential Questions
Essential Questions are crucial to the design of good instruction, as they stimulate the inquiry process for students, and lead them to making connections in their learning. Wiggins and McTighe define them as those questions that serve as doorways through which students explore the Big Ideas.
Technology Integration Goals

In an effort to support our classrooms as we begin the 21st century, goals for comprehensive integration of technology in the curriculum have been included in this years guide, based on the National Educational Technology Standards for Students (NETSS). Additionally, the Partnership for 21st Century Skills has outlined the knowledge that students will need to be successful in our changing world which includes: life and career skills, learning and innovation skills and information, media and technology skills, all integrated within an educational framework of standards and assessments, curriculum and instruction, staff development, and learning environments. Hawthorn is committed to supporting its teachers in creating classrooms which incorporate these skills and processes, as well as inquiry and higher-order thinking opportunities.
What Are Power Standards?

Power Standards, a term coined by Dr. Douglas Reeves of the Leadership and Learning Center, refers to those standards and indicators that are critical for student success. By his own definition, Power Standards are those standards that, once mastered, give a student the ability to use reasoning and thinking skills to learn and understand other curriculum objectives.
The Rationale for Power Standards

Standards can be classified in two main groups according to Dr. Reeves: those that are essential and those that are nice to know. There is consensus among educators nationwide that in-depth instruction of essential concepts and skills is more effective than superficially covering every concept in the textbook. With limitations of time and the wide diversity in learning backgrounds of todays students, teachers are faced with the overwhelming task of trying to teach all the standards and indicators for their particular grade and content areas, while at the same time meeting the extraordinary range of student learning needs.
Power Standards Identification Criteria

After years of research, Doug Reeves suggests three criteria for identifying the essential standards from those that are nice to know in Larry Ainsworths book, Power Standards: Identifying the Standards that Matter Most. These include: Endurance - Will this standard or indicator provide students with knowledge and skills that will be of value beyond a single test date? For example, proficiency in reading will endure throughout a students academic career and professional life.
Leverage - Will this provide knowledge and skills that will be of value in multiple disciplines? For example, proficiency in creating graphs, tables, charts, and the ability to draw accurate inferences from them, will help students in math, social studies, and language arts. The ability to write an analytical and persuasive essay will similarly help students in every academic discipline. Readiness for the next level of learning - Will this provide students with essential knowledge and skills that are necessary for success in the next grade or the next level of instruction. For example, fourth grade teachers are unanimous that reading comprehension and math facts are essential for third graders who wish to enter the fourth grade confidently and pursue fourth grade studies successfully. On the other hand, these same teachers are not unanimous that the ability to assemble a leaf collection, identify dinosaurs, or know the state capitals are required knowledge for entry into fourth grade.
Reporting Progress
Our work will continue in the area of grading and reporting student progress this year. Standards-based report cards will be used in grades K,1, 3,4, 6 and 7. This new reporting device will be used in all grades, K-8, during the 2009-2010 school year.
Language Arts Power Curriculum

The Hawthorn District 73 mission of language arts instruction is to develop a program of study that is integral to everything we do, every activity we undertake, every relationship we enter into, and every learning action in which we engage. The content of our curriculum is based upon and aligned with the Illinois State Standards, the National Council of Teachers of English (NCTE), and the International Reading Council (IRC). Reading, writing, speaking, and listening, along with research and presentation skills are central to learning and expressing knowledge in all disciplines. The Power Standards for language arts are further expanded through the specialized language arts programs and curriculum maps at each grade level and by every teacher.
Illinois State Standards for Language Arts Reading

State Goal One: Read with understanding and fluency. A. Apply word analysis and vocabulary skills to comprehend selections. B. Apply reading strategies to improve understanding and fluency. C. Comprehend a broad range of reading materials. State Goal Two: Read and understand literature representative of societies, eras, and ideas. A. Understand how various literary elements and techniques are used to convey meaning. B. Read and interpret a variety of literary works.
Writing
State Goal Three: Write to communicate for a variety of purposes. A. Use correct grammar, spelling, punctuation, capitalization and structure. B. Compose well-organized and coherent writing for specific purposes and audiences. C. Communicate ideas in writing to accomplish a variety of purposes.
Listening & Speaking

State Goal Four: Listen and speak effectively in a variety of situations. A. Listen effectively in formal and informal situations. B. Speak effectively using language appropriate to the situations and audience.
Researching and Presenting

State Goal Five: Use the language arts to acquire, assess, and communicate information. A. Locate, organize, and use information from various sources to answer questions, solve problems, and communicate ideas. B. Analyze and evaluate information acquired from various sources. C. Apply acquired information, concepts, and ideas to communicate in a variety of formats.
Technology
A. Students will demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. B. Students will use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. C. Students will apply digital tools to gather, evaluate, and use information. D. Students will use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. E. Students will understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. F. Students will demonstrate a sound understanding of technology concepts, systems, and operations.
Language Arts This Year and Beyond

What follows are the Big Ideas, Enduring Understandings, Essential Questions, Technology Integration Goals, and Power Standards for language arts. This year our teachers will continue to focus on literacy, specifically reading and writing across the curricula. Our students will be asked to participate in activities in every subject area which will lead to improvement in their reading, writing and thinking abilities. Teachers will continue to be provided with high quality professional development emphasizing not only literacy in all subject areas, but also the Hawthorn Writing Curriculum, the use of MY ACCESS in grades 4-8, the use of rubrics for assessment, and the 6 + 1 Traits of Writing.
Language Arts Grades K 2 Big Idea

Kindergarten Developing Communication

Students will understand that. . . readers use specific strategies to decode meanings of new words. writers connect stories they hear and read to their lives to become better writers. good listeners display attentive audience behavior. good speakers use appropriate presentation techniques. people gather information in many ways.
1st Grade Refining Communication

Students will understand that. . . we need to use a variety of reading strategies to improve comprehension and fluency. we read to comprehend and enjoy literature for a variety of purposes through the various genres. the effective use of the writing process helps us write for a variety of purposes. we should appropriately adapt our listening and speaking skills to the situation and its audience. we use various sources and organizational strategies to gather and share information. 1. How can I improve my communication? 2. How do readers understand what they read? 3. How and why do I write for a variety of purposes? 4. How can I become a better listener? 5. How can Icommunicate more effectively? 6. How can I communicate about the information that I gather?
2nd Grade Understanding Patterns in Communication

Students will understand that. . . we use a variety of strategies to communicate clearly. good listeners and speakers adapt listening and speaking skills to situation and audience. people research using a variety of sources to obtain information.
Essential Questions
1. What is the purpose of reading? 2. How do readers understand the meanings of new words? 3. How do I use writing to communicate? 4. How can I use listening skills to gather information? 5. How do effective speakers communicate their ideas? 6. How do people gather information?
1. How can I use a variety of strategies to communicate effectively? 2. How can communication help me understand and influence my world?
Technology Integration Goals Grades K-2
1. Demonstrate basic skills related to the use of technology (keyboarding, word processing, etc.) 2. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. 3. Identify, research and collect data on current issues using digital resources and propose developmentally appropriate solutions. 4. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. 5. In a collaborative work group, use a variety of technologies to produce a digital presentation or product. 6. Independently apply digital tools and resources to address a variety of tasks and problems. 7. Communicate about technology using developmentally appropriate and accurate terminology. 8. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and web sites. 9. Know and model ethical, legal, and responsible behaviors regarding the use of various technologies.
Unwrapped Language Arts Standards Grades K-2

(Standards taught across the curriculum throughout the year) Performance Area Power Standards By the end of a grade, students will. . .
Kindergarten
1. Demonstrate an understanding of concepts of print. 2. Demonstrate an understanding and use of comprehension strategies. 3. Demonstrate phonemic awareness. 4. Express thoughts and ideas in pictures and in writing. 5. Use speaking, listening, and observing to interact in social situations.
1st Grade
1. Comprehend stories using essential reading strategies. 2. Read unfamiliar text using decoding skills. 3. Write using a sequence of organized and complete sentences about a topic in one paragraph. 4. Use speaking, listening, and observing to interact in academic situations. 5. Use multiple sources of information to organize and understand the world around us.
2nd Grade
1. Understand stories by using comprehension and fluency strategies. 2. Use decoding strategies to recognize new words in age-appropriate material. 3. Write using a sequence of organized and complete sentences about a topic in one or more complete paragraphs. 4. Use various writing techniques to inform others about our connection to the world around us. 5. Listen to gain information. 6. Contribute relevant, appropriate information to conversations and oral reports. 7. Select and present a topic for research. 1. Use phonics skills to decode unknown words. - use context clues to understand unfamiliar words. - use graphophonic cues to decode unknown words. - use semantic cues. - use syntactic cues.
Reading Strategies
1. Demonstrate phonemic awareness and knowledge of the alphabetic principle: - recognize rhyming words. - recognize words that start with the same sound. - identify and substitute words in a rhyming pattern. - recognize that spoken language is a sequence of identifiable speech sounds. - recognize the sounds of letters and understand that words contain similar sounds. - recognize beginning consonant letter-sound associations in one-syllable words.
1. Integrate knowledge of phonics, meaning clues, and language structure when reading unknown words: - use graphophonic knowledge to decode regular one-syllable words. - use semantic cues to resolve ambiguities about word and sentence meanings. - use syntactic cues. - distinguish between long and short vowel sounds in orally stated single syllable words. - blend the phonemes of one-syllable words. - change the beginning, middle and endings of sounds to produce new words. - identify and continue a rhyming pattern.
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Unwrapped Language Arts Standards

Performance Area Reading Strategies (Cont.)
Kindergarten
2. Demonstrate print/text awareness: - recognize own name. - recognize all upper and lower case letters of the alphabet. - identify names and sounds of the alphabet. - write most upper and lower case letters of the alphabet. - read common words and environmental print by sight. 3. Demonstrate knowledge of concepts about print/text: - locate front cover, back cover, table of contents, title, author and illustrator. - follow words from left to right and top to bottom. - name upper and lower case letters of the alphabet. - distinguish between letters and words. - point out the spaces between words. - point to words using one-to-one correspondence. 1. Build vocabulary: - identify and sort common words, pictures, and objects from basic categories. - use appropriate nouns to name objects. 2. -
1st Grade
Demonstrate how print is organized and read: reads from left to right and top and bottom. match spoken words with print text. distinguish among letters, words, and sentences. - explain the function of the most commonly used punctuation marks. - identify the title and author of a reading selection. - identify high frequency words and common irregularly spelled words. 3. Use pronunciation, sentence meaning, story meaning, and syntax to confirm accurate decoding or to self-correct errors. 4. Self-monitor comprehension by using questions, retelling, and summarizing.
2nd Grade
2. Use a variety of reading strategies to comprehend text: - decode unknown words using phonetic analysis and structural analysis. - self-monitor decoding through letter-sound knowledge of all consonants and vowels. - read high frequency and irregularly spelled words found in appropriately leveled instructional materials. - begin to use word-referencing materials. - use titles, table, indices, and chapter headings to locate information in expository text. 3. Recognize own difficulty in comprehending text by asking questions when something read is not understood.
Vocabulary Development
1. Expand vocabulary: - classify grade-appropriate categories of words. - read, listen, and interact in a variety of situations. 1. Read grade level text aloud with fluency, accuracy, and appropriate intonation and expression. 2. Follow simple written directions.
1. Build vocabulary using context clues and dictionaries to determine the meaning of unknown words. 2. Increase vocabulary through reading, listening, and interacting in a variety of situations. 1. Read grade level text aloud with fluency and comprehension.
Reading Applications
1. Read or attempt to read own dictated story. 2. Read or attempt to read simple patterned and predictable texts, using letter-sound knowledge and pictures to construct meaning. 3. Use pictures, prior knowledge, and context to make predictions about story content.
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Performance Area Literary Analysis
Kindergarten
1. Use prior knowledge to respond to text. 2. Ask and answer questions about essential elements of text. 3. Use pictures to make predictions about story content. 4. Identify the differences between the roles of author and illustrator. 5. Distinguish reality from fantasy. 6. Compare different versions of the same story. 1. Identify a variety of books and selections, including environmental print material. 2. Identify characters, setting, and important events.
1st Grade
1. Relate previous experiences to what is read. 2. Distinguish between fiction and non-fiction. 3. Respond and elaborate in answering who, what, when, where, how, why, and what if questions. 4. Make and verify predictions about the story. 5. Relate characters and events found in a variety of texts and media from around the world to own experiences. 1. Identify elements of character, plot and setting in a story. 2. Identify elements of an authors style. 3. Identify an authors purpose. 1.
2nd Grade
Interpret information from diagrams, charts, and graphs. 2. Distinguish between fact and fiction. 3. Make, confirm, and/or revise predictions.
Literary Elements
1. Distinguish between main ideas and supporting details of informational text. 2. Describe the setting and sequences of events. 3. Read and compare a variety of poetry forms. 4. Compare and contrast plots, settings, and characters presented by different authors. 1. Participate in creative responses to a variety of written forms (e.g. dramatizations, oral presentations, fantasy plays). 2. Retell and summarize a variety of texts in own words. 3. Generate alternative endings to plots; identify the reasons for, and impact of, alternative endings. 4. Ask a variety of questions to understand and/ or interpret texts. 5. Recognize and discuss similarities and differences in events and characters in a variety of stories. 6. Identify cultural characteristics in literature and media. 7. Demonstrate how similar themes are represented by stories from many cultures.
Literary Applications
1. Retell or dramatize a variety of literature. 2. Describe the beginning, middle, and end of a variety of stories. 3. Recognize similarities and differences of various cultures in a variety of texts.
1. Retell stories and events indicating beginning, middle, and end. 2. Relate significant facts drawn from simple expository information. 3. Form opinions about the text. 4. Talk and write about stories. 5. Retell the main idea and details of a text.
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Performance Area Writing Strategies
Kindergarten
1. Develop awareness of writing strategies and spelling skills: - represent spoken language through the use of phonemic awareness and letter recognition using developmental and/or conventional spelling. - analyze the sounds in a word and write dominant consonant letters. - write most letters of the alphabet when dictated. 2. Develop awareness of the elements of effective writing (e.g., idea, organization, voice, word choice, sentence fluency, and conventions). 1. Develop awareness of writing conventions (e.g., grammar, spelling, capitalization, punctuation): - write or use written symbols to express meaning. - use capital letters to write the word I and first letter in own name. - use correct words to name objects or describe actions.
1st Grade
1. Use the writing process to create a final product: - compose first drafts, using appropriate parts of the writing process. - apply knowledge of phonics to write independently, using developmental and/or conventional spelling. - self-monitor composition using rereading and peer conferencing. 2. Use the elements of effective writing (e.g., idea, organization, voice, word choice, sentence fluency, and conventions).
2nd Grade
1. Use the writing process to create a final product: - plan and make judgments about what to include in written products. - compose first drafts and revise to clarify and refine written work. - edit to check and confirm correct use of conventions and correct word order in sentences. - begin to assist others with editing. 2. Use the elements of effective writing. 3. Use technology to present information appropriate for the intended purpose and audience.
Writing Conventions
1. Use writing conventions: - demonstrate penmanship skills by forming upper and lower case letters in manuscript with proper spacing between letters and words. - use a variety of strategies to write independently, using developmental and/or conventional spelling. - use phonetic knowledge and basic word patterns to spell words correctly. - use basic capitalization and punctuation. - use complete sentences when writing.
1. Use writing conventions: - use letter formation, lines, and spaces to create readable documents. - begin to formulate lowercase letters in cursive. - identify format and mechanics in own writing. - use subject, predicate and modifys correctly in sentences. - spell correctly using previously studied words, spelling patterns, and analysis of sounds. - use common, age-appropriate contractions and plural forms of commonly used nouns. - write compositions that show proper use of basic pronouns, adjectives, adverbial forms, and coordinating conjunctions.
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Performance Area Writing Applications
Kindergarten
1. Develop awareness of appropriate types of writing for a variety of purposes and audiences: - write own name and names of others. - share written work with others to express meaning. - dictate and/or tell a story based on ones own experience with a beginning, middle, and end. - can tell about in pictures and/or words about something familiar. 1. Develop an awareness of speaking strategies by taking turns, expressing ideas, asking, and answering questions to clarify understanding about a topic or essential elements in a text.
1st Grade
1. Use appropriate types of writing for the intended purpose and audience: - compose a variety of written products. - practice elements of an age-appropriate authors style by extending published forms.
2nd Grade
1. Use appropriate types of writing for the intended purpose and audience: - write structured, informative presentations and narratives when given help with organization. - produce a variety of written work. 2. Talk and write about literature.
Speaking Strategies
1. Use speaking strategies: - ask and answer simple questions. - speak clearly and distinctly.
1. Use speaking strategies: - increase speaking vocabulary and discuss responses to literature that is read and heard. - use oral communication to identify, organize, analyze information, and solve problems. - respond appropriately when participating in discussions by adapting language and nonverbal behaviors to the situation. 1. Use speaking and language conventions that guide the listener to understand important ideas by using proper phrasing, pitch, and fluency.
Speaking Conventions
1. Develop awareness of speaking and language conventions: - use correct words to name objects or describe action. - use a variety of sentence patterns. - share information and ideas using complete, coherent sentences. 1. Develop awareness of appropriate types of speaking for a variety of purposes and audiences: - give simple directions. - recite simple nursery rhymes, chants, songs. - retell or dramatize stories or parts of stories, including personal events. - use speaking skills to connect related experiences and discover relationships.
1. Use speaking and language conventions by selecting, and using new vocabulary and language structures.
Speaking Applications
1. Use appropriate types of speaking for a variety of purposes and audiences: - participate in classroom discussions.
1. Use appropriate types of speaking for a variety of purposes and audiences: - communicate information effectively - explain and describe new concepts and information in own words. 2. Talk and write about stories.
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Performance Area Listening and Viewing Strategies
Kindergarten
1. Listen to and view attentively in small and large group settings.
1st Grade
1. Listen attentively by facing the speaker, making eye contact and retelling or summarizing what is said. 2. Increase vocabulary through reading, listening, and interacting in a variety of situations. 1. Listen to and retell short stories in logical sequence. 2. Repeat and follow oral and written two-step instructions.
2nd Grade
1. Listen and view with focused attention.
Listening and Viewing Applications
1. Follow simple two-step instructions. 2. Listen to, view, and respond to a variety of text and media.
1. Follow oral three- and four-step directions. 2. Paraphrase information shared by others. 3. Identify cultural characteristics in literature and media. 4. Demonstrate how similar themes are represented by stories from many cultures. 1. Identify and use appropriate sources of information to accomplish a specific learning task. 2. Locate information using diagrams, charts, and graphs. 1. Alphabetize words by second and third letters. 1. Use print and electronic resources to access information. 2. Select appropriate procedure and format to locate, gather, record, organize, and present information.
Research Strategies
1. Identify and sort common words, pictures, and objects into basic categories.
1. Classify grade-appropriate categories of words.
Research Conventions Research Applications
1. Identify names and sounds of the letters of the alphabet. 1. Demonstrate familiarity with different types of books and selections.
1. Alphabetize words by first and second letters.
1. Demonstrate familiarity with a variety of sources.
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Language Arts Grades 3 5 3rd Grade Assuring Quality in our Communication

Students will understand. . . the importance of reading and enjoying literature for a variety of purposes (realistic fiction, fantasy, fables, and nonfiction). how to write for a variety of purposes (narrative, expository, persuasive). the application of the quality writing process (brainstorm, plan, draft, edit and revise when producing complete compositions). how to utilize mass media to conduct research. how to incorporate a variety of resources to enhance communication (technology, dictionary, thesaurus). 1. How can I read and understand vocabulary from all subjects? 2. How can I read for deeper meaning? 3. How can I read and understand various literary genres? 4. How do I use literary elements to enhance my understanding? 5. How can I organize my thoughts in a systematic way? 6. How can my writing be effective for a variety of purposes and audiences? 7. How do I communicate effectively in a variety of formats? 8. How can I be an effective listener in a variety of situations? 9. How can I be an effective speaker in a variety of situations? 10. How do I gather, evaluate, and share information from various sources?
Big Idea
4th Grade Examining Interrelationships of Communication

Students will understand. . . the importance of reading and enjoying literature in a variety of genres. how to write for a variety of purposes (narrative, expository and persuasive). that good writers use the writing process to create a better product in any form of writing. how to use mass media to conduct research. that effective researchers can present gathered information by choosing an interesting format to communicate ideas. that effective listeners and speakers improve their communication skills by learning to ask and answer questions in various situations. 1. How are my reading, writing, listening and speaking connected? 2. How can I use word analysis and vocabulary skills to comprehend selections? 3. What strategies do I use to improve my comprehension and fluency? 4. How can I understand a broad range of reading materials? 5. How do I use literary elements to enhance my understanding? 6. How do writing conventions interact to enhance my written communication? 7. Why do we use different forms of writing? 8. What skills do effective speakers use to give an informative and engaging oral presentation? 9. What are the important social skills of effective listening? 10. How do I design a presentation that demonstrates what I have learned?
5th Grade Analyzing Forms of Communication

Students will understand that. . . reading literature is important in developing a deeper appreciation for many genres. improving vocabulary leads to better comprehension. learning and using the writing process can lead to a better product in any form of creative expression. using effective strategies in listening and speaking enhance communication. using a variety of resources will lead to a more complete presentation of ideas.
Essential Questions
1. How can I improve my vocabulary in order to better understand what I read? 2. How does my writing reflect my pupose? 3. How can I become a more effective listener and speaker in various situations and settings? 4. How do I gather, evaluate, and share information acquired from various sources and choose the appropriate presentation format?
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Technology Integration Goals Grades 3-5
1. Produce media-rich digital presentations about significant events based on primary or secondary sources. 2. Recognize bias in digital resources while doing research with guidance from teachers. 3. Select and apply digital tools to collect, organize and analyze data. 4. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. 5. Identify and investigate global issues and generate possible solutions using digital tools and resources. 6. Conceptualize, guide and manage individual or group learning projects using digital planning tools with teacher support. 7. Understand the effect of existing and emerging technologies on individuals, society and the global community. 8. Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems. 9. Know and model ethical, legal and responsible behaviors regarding the use of various technologies.
Unwrapped Language Arts Standards Grades 3-5

(Standards taught across the curriculum throughout the year) Performance Area Power Standards By the end of a grade, students will. . .
3rd Grade
1. Understand, use, pronounce, and spell vocabulary from all subjects. 2. Interpret stories by analyzing story elements and literary elements. 3. Analyze nonfiction text to read for meaning. 4. Participate in oral reading with fluency. 5. Use writing as a process to make connections to the world around us. 6. Write a response to a reading passage. 7. Write using a sequence of organized and complete sentences in two to three paragraphs. 8. Incorporate components of effective communication in formal and informal situations. 9. Support a topic with documented resources.
4th Grade
1. Increase vocabulary skills in all subject areas. 2. Read for meaning (main idea, cause and effect, details, summarization) using a variety of literature genres. 3. Read aloud fluently and expressively with proper phrasing. 4. Apply appropriate components of the writing process to write in different forms according to purpose. 5. Utilize appropriate ideas, word choice, and sentence fluency in five paragraphs. 6. Use effective organizational strategies to prepare oral presentations (e.g. 2-column notes). 7. Gather and organize information from a variety of sources. 8. Share gathered information in a variety of ways.
5th Grade
1. Use literary devices, text elements, and word analysis in different genres. 2. Apply components of the writers craft to write clear, cohesive, multi-paragraph compositions about a single topic. 3. Recognize and demonstrate the qualities of effective communication during presentations and oral reports. 4. Gather, organize, and share information from various sources.
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Performance Area Reading Strategies
3rd Grade
1. Apply phonics and structural analyses to decode words. 2. Apply context clues to decode unfamiliar words. 3. Self-correct when reading. 4. Use a variety of strategies to comprehend text. 5. Use text organizers to identify the main idea(s) and locate information. 1. Demonstrate an expanding vocabulary: use and identify root words, prefixes, and suffixes to determine meaning. - use print and online reference materials (encyclopedia, dictionary, thesaurus, glossary) to confirm decoding skills, verify spelling, discover and extend the meanings of words. - use context clues to determine the meaning of words. - identify and use knowledge of synonyms, antonyms, homophones, and homographs to determine multiple meanings of words. 2. Increase vocabulary through reading, listening, and interacting in a variety of situations. 1. Read grade-level text aloud with natural rhythm, pace, and intonation, and with fluency and comprehension.
4th Grade
1. Apply knowledge of synonyms, and antonyms to determine the meaning of words and phrases. 2. Use meta-cognitive strategies to comprehend text and to clarify meaning of vocabulary. 3. Adjust speed, intonation, and phrasing of reading to suit purpose and difficulty of material. 1. -
5th Grade
Interact with the text: make predictions. formulate questions. support answers from textual information, previous experience, and/or other sources. - draw on personal, literacy and cultural understandings. seek additional information. 2. Explain frequently used synonyms, antonyms, homographs, and homophones. 1. Expand and refine vocabulary by experiencing different genres, word and content area study, use of writing process, examinations of authors craft, and use of word reference materials. 2. Select key vocabulary critical to the text and apply appropriate meaning for understanding.
1. Increase vocabulary through reading in context, listening, and using resource materials.
1. Read a variety of texts including fiction, nonfiction, poetry and drama.
1. Read grade level text aloud with fluency, comprehension, expression, and personal style, demonstrating an awareness of volume, pace, audience and purpose.
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3rd Grade
1. Interact with text before, during, and after reading: - set a purpose. - preview the text. - make predictions. - ask questions. - locate information for a specific purpose. - use story structure, text organization, and summarizing to comprehend. - locate key words to further comprehend text 2. Make connections (text-to-world, text-to-self, text-to-text). 3. Read and use information from tables, maps, charts, and graphs to increase understanding of text.
4th Grade
1. Describe the contextual differences of various forms of literature. 2. Make inferences, draw conclusions, and form opinions about the events, characters, and setting based on supporting evidence from the text. 3. Expand ideas by formulating questions, developing hypotheses, and drawing conclusions from a variety of texts.
5th Grade
1. Connect new information, prior knowledge, and related topics. 2. Ask and answer questions that require analysis, synthesis, and evaluation of gradelevel fiction and non-fiction material. 3. Analyze the reasons for a characters actions, taking into account the situation and basic motivation of the character: support opinion with evidence from text. 4. Analyze the elements of fables, fairy tales, folk tales, myths and traditions in literature from various eras and cultures. 5. Distinguish between fact and opinion. 6. Evaluate text to determine authors purpose and opinion: - identify elements of fiction and nonfiction that support plot development, word choice, effectiveness of figurative language and personification. - evaluate inferences, conclusions, generalizations, and make predictions. 1. Identify the main problem or conflict in a plot and explain how it is resolved. 2. Identify and analyze the characteristics of nonfiction, fiction, drama, and poetry as genres chosen by an author for a literary effect. 3. Describe the function and effect of literary devices and the use of figurative language in literary works. 4. Compare and contrast the actions and motives of characters in literary works. 5. Explain how the characters actions are important to the plot and theme of a literary work.
Literary Elements
1. Analyze literacy elements (e.g., problemsolving, cause-effect, climax) of texts. 2. Distinguish among common genres of literature (fiction, non-fiction, biography, and poetry). 3. Identify and use figurative language (simile, onomatopeia, and personification).
1. Analyze characters, events, plots, themes, and genres in a variety of texts and cite supporting evidence. 2. Identify and explain the use of figurative language in literary works and apply to compositions (e.g. metaphor, simile, onomotopoeia, hyperbole).
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Performance Area Literary Applications
3rd Grade
1. Identify and discuss similarities and differences in events and characters across examples of literature. 2. Succinctly summarize main idea(s) from text. 3. Make inferences and draw conclusions about characters and events from fiction, nonfiction, poetry, and drama. 4. Make generalizations and gather support for answers by referencing the text. 5. Read, create, respond to a variety of text including fiction, nonfiction, and drama.
4th Grade
1. Visualize and recall story details, including characterization and sequence. 2. Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes: - analyze authors word choice and content. - identify and examine reasons for characters actions and motives. - consider a situation or problem from different characters perspectives. 3. Analyze how language and visuals bring characters to life, enhance plot development, and produce a response. 4. Draw logical conclusions using deductive and inductive reasoning.
5th Grade
1. Examine alternative perspectives. 2. Choose materials to read independently, identify the main idea and significant details and determine the correct sequence of events or information. 3. Support answers to questions about readings by drawing on background knowledge and on literal and inferential information from the text. 4. Interact with text by making predictions, formulating questions, supporting answers from a variety of sources, drawing on personal, literary, and cultural understanding, and seeking additional information. 5. Make connections between print and nonprint information by recognizing similarities and differences, using a variety of resources that contribute to informed decisions. 6. Create and present a product that demonstrates a personal response.
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3rd Grade
1. Use the writing process to create a final product: - compose three or more paragraphs with topic sentences, supporting details, logical sequence, and elaboration. - proofread own writing for spelling and edit for writing conventions and format. - reflect on and revise writing by clarifying ideas, adding descriptive words and phrases, sequencing events and ideas, combining short, related sentences, and strengthening word choice. 2. Use the elements of effective writing, including: ideas, organization, word choice, voice, sentence fluency, and conventions. 3. Use technology to present information appro priate for the intended purpose and audience. 4. Develop proper cursive letter formation and connections. 1. Use writing conventions: - use legible handwriting to create documents. - formulate lowercase letters in cursive and begin to formulate upper case letters in cursive - write compositions that correctly use pronouns, adjectives, adverbial forms, and coordinating conjunctions. - begin to incorporate literary devices such as, simile, onomotopeia and personification in written work. - use a variety of complete sentences in written work. - use correct subject/verb agreement. 2. Use a variety of strategies for correct spelling.
4th Grade
1. Use the writing process to create a final product: - plan strategies that generate topics and organize ideas. - revise for sequence of events, and ideas, transitional words, and sentence patterns. 2. Use the elements of effective writing (e.g., idea, organization, voice, word choice, sentence fluency, and conventions). 3. Use technology to present information appropriate for the intended purpose and audience.
5th Grade
1. Use the steps of the writing process to create a final product: - prewrite, create a rough draft, revise simple and/or complex sentences for clarity of thought, impact, and focused communication, edit, publish, and share a final product. - develop a lead, characters, and mood. - edit final product for grammar, writing conventions, and format. 2. Apply the elements of effective writing. 3. Apply technology to present information appropriate for the intended purpose and audience.
Writing Conventions
1. Use writing conventions: - write in cursive with consistency of letter formation, size, spacing, margins, and legibility. - use simple and compound sentences in writing. - combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases. - use complex sentence structures and apply appropriate capitalization and punctuation. - identify and use regular and irregular verbs, adverbs, prepositions, nouns and coordinating conjunctions.
1. Apply writing conventions: - identify and correctly use verbs that are often misused. - use colons and quotation marks correctly. - spell most commonly used words accurately using a multi-strategy approach. - use complex sentence structures and apply punctuation and capitalization in written work. - use a thesaurus to identify alternative word choices and meaning.
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Performance Area Writing Conventions (Cont.)
3rd Grade
-
4th Grade
use parentheses, commas in direct quotations, and apostrophes in contractions and in the possessive case of nouns. use underlining, quotation marks, or italics to identify titles of documents. capitalize proper names, the first word of a quotation, and appropriate names of magazines, newspapers, works of arts, musical compositions, and organizations. spell root words, affixes, and syllable constructions correctly. spell high-frequency grade level words and use correct spelling in written work.
5th Grade
Writing Applications
1. Use appropriate types of writing for the intended purpose and audience: - Compose a variety of descriptive, narrative, expository, persuasive, poetry and friendly letter selections using self-selected topics and multimedia. - create and deliver presentations about familiar experiences or interests that are organized around a coherent statement. - combine information from multiple sources when writing reports and stories using technology as a tool.
1. Produce a variety of written compositions using descriptive, narrative, expressive, expository, persuasive, and analytical writing for the intended purpose and audience. 2. Compose multiple, related paragraphs with topic sentences, specific, relevant details, logical progression and movement of ideas, coherence, elaboration, and a concluding statement related to the topic. 3. Compose fiction, nonfiction, poetry, and drama using self-selected and/or assigned topics and forms.
1. Apply appropriate types of writing for the intended purpose and audience: - create journals, notes, stories, reports, and letters using appropriate formats and technology. - formulate hypotheses, evaluate information and ideas, present and support arguments, and influence the thinking of others through written work. 2. Produce a variety of written products that demonstrate competence in persuasive and autobiographical writing as well as essays that speculate on cause and effect. 3. Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes. - analyze authors words choice and context. - examine reasons for characters actions. - consider a situation or problem from different characters perspectives.
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Performance Area Speaking Strategies
3rd Grade
1. Use speaking strategies: - develop and organize information for a formal oral presentation. - answer open-ended questions.
4th Grade
1. Use speaking strategies: - speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation. - give oral presentations using effective nonverbal behaviors. - participate in one-to-one conferences or discussions by: initiating new topics, asking relevant questions, responding to questions with appropriate elaboration. 1. Demonstrate command of speaking and language conventions by using simple and complex sentences.
5th Grade
1. Apply speaking strategies: - memorize and recite passages from a variety of genres. - show an awareness of volume, pace, audience, and purpose when reading aloud and speaking. - participate in one-to-one conferences or discussions by: - asking questions to indicate different levels of certainty or to pose an hypothesis, - confirming understanding by repeating directions and/or suggestions. 1. Apply speaking and language conventions by using clear, precise language while avoiding overused words and distracting sounds.
1. -
Use speaking and language conventions: demonstrate a command of standard English. use of variety of complete sentences. use correct subject/verb agreements.
1. Use appropriate types of speaking for a variety of purposes and audiences: - present information in a logical manner, clearly identifying the main point. - explain own learning. - contribute to class discussions. - plan and deliver oral presentations using techniques appropriate for the situation (eye contact with audience, volume, rate, tone and avoidance of distracting behaviors). 2. Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes: - consider differences among genres. - relate plots, settings, characters to own experiences and ideas. - consider main characters point of view. - participate in creative interpretations. - make inferences and draw conclusions about characters and events.
1. Use appropriate types of speaking for a variety of purposes and audiences: - actively contribute to a discussion. - present information and ideas clearly and concisely, interview, solve problems, and make decisions. - make oral presentations that reflect an awareness of audience and purpose, using technology when it will assist in clarifying meaning. 2. Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes: - analyze authors word choice and context. - examine reasons for characters actions. - identify and examine characters motives. - consider a situation or problem from different characters perspectives.
1. Apply appropriate types of speaking for a variety of purposes and audiences: - develop speeches that formulate hypotheses, evaluate information and ideas, present and support arguments, and influence the thinking of others. - make presentations to inform or persuade, selecting vocabulary for impact. - create and deliver focused, coherent presentations that convey ideas clearly and relate to the background and interest of the audience.
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Performance Area Listening & Viewing Strategies
3rd Grade
1. Demonstrate active listening skills through observable behaviors (hands free, eyes on the speaker without talking).
4th Grade
1. Listen with engagement.
5th Grade
1. Listen responsively and respectfully in formal and informal situations. 2. Listen actively and critically: - ask questions. - delve deeper into the topic. - elaborate on the information and ideas presented. - evaluate information and ideas. - make inferences and draw conclusions. - make judgments. 1. Follow oral and written, multi-step instructions that provide information about a task or assignment. 2. Make informed judgments about bias, propaganda, stereotyping, and media techniques in a variety of texts. 3. Evaluate the content and delivery of oral communications.
Listening & Viewing Applications
1. 2. 3. 4.
Follow oral and written, multi-step instructions. Confirm understanding by paraphrasing. Summarize main idea(s) from spoken passages. Use story structure, organization, and appropriate questions to assist comprehension before, during, and after reading, listening, or viewing. 5. State individual point of view about a given topic or media production. 6. Distinguish between a speakers opinions and facts. 1. Use print and electronic resources to gather information for a specific purpose. 1. Use reference materials to support and extend meaning of words. 1. Explain choice of research materials by citing purpose of information.
1. Follow oral and written, multi-step instructions. 2. Summarize main ideas and supporting evidence from a spoken message and formal presentation. 3. Analyze how language and visual aides enhance or detract from the delivery of an idea or message.
Research Strategies Research Conventions Research Applications
1. Use letters on volumes, key words, indices, and cross-references to locate information.
1. Conduct research using a variety of sources for assigned or self-selected projects.
1. Use multiple representations of material to locate information.
1. Evaluate the usefulness and quality of information and ideas based on prior knowledge and the purpose of the information. 2. Make connections between print and nonprint information by recognizing similarities and differences, using a variety of resources that contribute to informed decisions.
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Language Arts Grades 6 8 6th Grade Big Idea Evaluating Forms of Communication 7th Grade Interpreting Forms of Communication 8th Grade Utilizing the Power of Quality Communication
Students will understand that. . . using a variety of reading strategies and interpreting literary devices will increase vocabulary usage and reading comprehension. effective writers use strategies correctly to produce a variety of written works. applying strategies in listening and speaking will develop a more effective evaluation of communicated information. applying focused resources will lead to a welldesigned product that demonstrates knowledge and understanding of a topic.
Students will understand that. . . effective readers develop and apply a variety of strategies for understanding the purpose of text and analyzing literature. effective readers develop strategies for understanding new vocabulary. effective writers use the English language conventions and a variety of writing strategies correctly to produce high quality compositions. speakers use effective strategies in listening and speaking to enhance communication. effective communicators know how to gather and evaluate a variety of resources when researching a topic which will lead to greater understanding by their audience. 1. How do readers set a purpose for their reading, evaluate text and make connections to real world topics? 2. How can I apply my knowledge of literary elements to better understand what I read and how I write? 3. How do writers apply a variety of strategies to produce effective compositions? 4. How can I become an effective listener and speaker in a variety of situations? 5. How is research an effective tool for learning?
Students will understand that. . . developing a variety of reading strategies and identifying literary devices will increase vocabulary usage and reading comprehension. utilizing the entire writing process will lead to a better-developed product in any form of written expression. using effective strategies in listening and speaking will enhance understanding of alternative points of view. filtering a variety of resources will lead to a more complete understanding of a topic and presentation of ideas.
Essential Questions
1. How does increased understanding and usage of new vocabulary improve my comprehension in a variety of texts? 2. How do I develop an effective pre-writing plan in order to organize and fully communicate my topic? 3. How do I become a more effective listener and speaker in a variety of situations? 4. How do I identify accurate information that builds understanding of a topic and helps present ideas?
1. How do I analyze literary elements, themes, and text vocabulary to achieve a deeper understanding of various reading materials? 2. How do I effectively use the writing process to communicate my purpose? 3. How do I know which communication skills are most effective to use in a given situation? 4. How will I identify appropriate resources to use in creating a well-designed product?
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1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits and productivity. Gather data, examine patterns, and apply information for decision making using digital tools and resources. Participate in cooperative learning projects in online learning communities. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content. Employ data-collection technology to gather, view, analyze and report results for content-related problems. Select and use the appropriate tools and digital resources to accomplish a variety of tasks to solve problems. Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. Integrate a variety of file types to create and illustrate a document or presentation. Independently develop and apply strategies for identifying and solving routine hardware and software problems. Know and model ethical, legal and responsible behaviors regarding the use of various technologies.
Unwrapped Language Arts Standards Grades 6-8

(Standards taught across the curriculum throughout the year) Performance Area Power Standards By the end of a grade, students will. . . 6th Grade 1. Identify literary elements in written work. 2. Identify and interpret new vocabulary and analyze word usage and meaning. 3. Apply a variety of strategies to comprehend fiction and nonfiction text. 4. Compose and produce writing that reflects a variety of purposes. 5. Use effective organizational strategies to communicate and explain ideas. 6. Practice effective listening and speaking strategies to improve comprehension. 7. Ask questions to guide research inquiry. 8. Use a variety of resources and library skills to acquire information. 7th Grade 1. Identify, analyze and interpret literary elements, devices, and themes in written work. 2. Use context to learn new vocabulary. 3. Apply appropriate reading strategies to understand a variety of reading materials. 4. Gather information using a variety of text materials. 5. Use the writing process to develop organizational structure in all types of writing. 6. Use effective organizational strategies to prepare oral presentations for specific audiences and purposes. 7. Practice effective discussion techniques and utilize active listening strategies and behavior. 8. Summarize and apply information to research questions. 8th Grade 1. Analyze and evaluate literary elements, cues, and strategies to comprehend text. 2. Evaluate the effectiveness of literary devices and text structures in analyzing various types of text. 3. Use the writing process to develop organizational structure in all types of writing and a smoother, more interesting presentation of ideas. 4. Use critical analysis to formulate appropriate oral responses. 5. Practice evaluation and self-evaluation of speaking and listening strategies. 6. Evaluate and revise research questions based on preliminary research findings.
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Performance Area Reading Strategies
6th Grade
1. Make and verify predictions based on prior knowledge and text. 2. Identify the structure and format of text, including graphics and headers. 3. Use information found in text including such things as headings, graphs and charts to help understand non-fiction text. 4. Identify explicit and implicit main ideas. 5. Identify cause and effect organizational patterns in fiction and nonfiction.
7th Grade
1. Make and verify predictions based on prior knowledge and text. 2. Identify the structure and format of text, including graphics and headers (e.g., persuasive, informational, narrative). 3. Locate and interpret information found in nonfiction headings, graphs, and charts. 4. Compare the content and organization (e.g., themes, topics, text structure, story elements) of various selections. 5. Relate information in a passage to other readings on the same topic. 6. Identify, compare and contrast organizational patterns in fiction and nonfiction. 1. Determine the meaning of an unknown word or content-area vocabulary using knowledge of prefixes, suffixes, and word roots. 2. Use etymologies to determine the meaning of words. 3. Determine the connotation of a word using word, sentence, and cross-sentence clues. 4. Use synonyms and antonyms to determine the implied meanings of words. 1. Read a variety of texts including, historical fiction, myth, legend, drama, biography/autobiography, story, poem, American folktale, nonfiction, and introductions to dramatic structure.
8th Grade
1. Make and verify predictions based on prior knowledge and understanding of genres. 2. Clarify an understanding of text by creating outlines, notes, or other visual representations. 3. Use information such as charts, graphs, diagrams, maps, and tables to help understand a non-fiction reading passage. 4. Compare the content and organization (e.g., themes, topics, text structure, story elements) of various selections. 5. Relate information in a passage to other readings. 6. Identify main ideas and organizational patterns in fiction and nonfiction. 1. Determine the meaning of an unknown word or content-area vocabulary using knowledge of prefixes, suffixes, and word roots. 2. Use etymologies to determine the meaning of words. 3. Determine the meaning of a word in context when the word has multiple meanings. 1. Read a variety of texts including historical fiction, mystery, biography/autobiography, science fiction, short story, non-fiction, dramatic readings and essay.
1. Determine the meaning of an unknown word or content-area vocabulary using knowledge of prefixes, suffixes, root words and context clues. 2. Identify unknown words (e.g. homonyms) using word, sentence, and cross-sentence clues.
1. Read a variety of texts including science fiction, historical fiction, myth, legend, biography/autobiography, story, poem, folktale, fable, non-fiction and mystery.
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6th Grade
1. Summarize a story or nonfiction passage. 2. Identify the causes of events in a story or nonfiction account. 3. Interpret an image based on information provided in a passage. 1. Identify elements of fiction: plot, character, setting, theme, character foils. 2. Explain how plot, setting, character, and theme contribute to the meaning of a literary selection. 3. Identify the authors message or theme.
7th Grade
1. Summarize a story or nonfiction passage, or identify the best summary. 2. Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge. 1. Compare stories to personal experience, prior knowledge, or other stories. 2. Recognize points of view in narratives (e.g., first person).
8th Grade
1. Differentiate between conclusions that are based on fact and those that are based on opinion. 2. Use information from a variety of sources to explain a situation or decision or to solve a problem. 1. Identify literary devices (e.g., figurative language, hyperbole, understatement, symbols, dialogue). 2. Identify irony in literature. 3. Identify and explain the importance of elements of fiction: theme, rising action, falling action, conflict, point of view, resolution, and flashback. 1. Determine what characters are like by their words, thoughts, and actions, as well as how other characters react to them. 2. Identify conflict or contradiction within a character or a characters behavior.
Literary Elements
Literary Applications
1. Determine a characters personality based on their words, actions or how the author or illustrator portrays them 2. Compare or contrast the behavior of two or more characters. 3. Identify and interpret figurative language or literary devices (e.g., sensory detail, simile, rhyme, repetition, metaphors, alliteration, personification).
1. Determine character motivation. 2. Explain the relationship between main and supporting characters. 3. Explain how the literary devices (e.g., alliteration, imagery, metaphor) contribute to the meaning of a literary selection.
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6th Grade
1. Use the writing process to create a final product: - use an effective and coherent organizational pattern (e.g., sequence, cause/effect, comparison). - use figurative language. - edit and revise to maintain a consistent focus throughout a piece of writing.
7th Grade
1. Use the writing process to create a final product: - establish and maintain focus and organization within and across paragraphs. - use appropriate transitional words and phrases to connect and unify key ideas. - analyze basic audience and purpose for writing and choose the appropriate form (e.g., letters, poems, reports, narratives, business letters). 1. Use writing conventions: - develop multi-paragraph compositions that include an introduction, first and second level support, and a conclusion. - use basic transition words/phrases to connect ideas. - use a variety of sentence structures and sentence types. - demonstrate appropriate use of the eight parts of speech. - proofread for correct English conventions. 1. Use appropriate language, details, and format for a specified audience (e.g., gender, age, prior knowledge, interest). 2. Compose a multi-paragraph persuasive piece, which presents one position of an issue that offers sufficient support through multiple strategies (e.g., cause/effect, compare/contrast). 3. Compose fiction, nonfiction, poetry, and drama using self-selected and/or assigned topics and forms. 4. Write a multi-paragraph narrative account that establishes a context, creates a point of view, and develops a focused impression.
8th Grade
1. Use the steps of the writing process to create a final product: - edit and revise to maintain a consistent voice, tone, and focus throughout a piece of writing. - compose a clear thesis/claim that contains the main idea in an essay. - choose the appropriate form for the purpose of the writing, voice, and style appropriate to the audience and purpose. 1. Apply writing conventions: - develop compositions that contain complete sentences and effective paragraphs. - use effective transition words and phrases within and between paragraphs. - use appropriate sentence structure and sentence type. - proofread for correct English conventions.
Writing Conventions
1. Use writing conventions: - develop compositions that include a variety of sentence structures (e.g., simple, compound, complex) and sentence types (e.g., interrogative, exclamatory, imperative). - use transitional words and phrases within and between paragraphs. - demonstrate appropriate use of the eight parts of speech. proofread for correct English conventions.
Writing Applications
1. Use appropriate types of writing for the intended purpose and audience: - write an expanded narrative account (e.g., friendly letter, journal, autobiography, memoir) - develop a multi-paragraph piece of persuasive writing. - write creatively for a specified purpose and audience.
1. Write creatively for a specified purpose and audience (e.g., short story, poetry, radio script, play, TV commercial). 2. Write a narrative account that establishes a context, creates a point of view, and develops a focused, powerful impression. 3. Compose a multi-paragraph piece of expository writing. 4. Use available technology to design, produce, revise, and present compositions and multi-media works.
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Performance Area Speaking Strategies
6th Grade
1. Incorporate nonverbal expressions that are appropriate to the message (e.g., facial expressions, gestures, posture, eye contact). 2. Use language that is clear, audible and appropriate. 1. Align content, rate, volume, and style with the characteristics of the audience and intent of the message. 2. Use appropriate grammar, word choice, and pacing. 3. Use notes, outlines, and visual aids. 1. Contribute meaningfully to group discussions by following accepted guidelines of verbal interaction (e.g., appropriate turn-taking behavior, respectful and engaged responses, appropriately aligned vocabulary, appropriate rate and volume). 2. Employ an engaging introduction, appropriate organization, and an effective conclusion. 1. Focus attention on speaker as sender of the message. 2. Determine meaning from speakers words, voice, and body. 3. Modify, control, and block out both internal and external distractions. 1. Identify and apply appropriate word choice, pitch, volume, posture, tone, facial expressions, gestures and proximity. 2. Differentiate between a speakers factual and emotional content by analyzing verbal/nonverbal messages. 3. Paraphrase and summarize, in both oral and written form, information in formal/informal presentations.
7th Grade
1. Prepare and practice a presentation to fit within a given time limit. 2. Incorporate nonverbal expressions that support the message: posture, eye contact, face audience, etc. 1. Align vocabulary and style to the intent of the message.
8th Grade
1. Use verbal and nonverbal cues to engage the audience.
1. Use language that is clear, audible, and appropriate. 2. Use appropriate grammar, word choice, and pacing. 3. Manage use of note cards, graphic organizers, various forms of outlining and/or other visual aids in oral presentations. 1. Employ an engaging introduction, appropriate organization, and an effective conclusion.
1. Analyze characteristics of ones audience and prepare appropriate presentations. 2. Evaluate and select details appropriate for informing, entertaining and persuading.
Listening & Viewing Strategies
1. Evaluate the situation and assume appropriate listening mode. 2. Differentiate between formal and informal purposes for listening. 3. Anticipate information that might be forthcoming from presenter. 1. Identify and analyze factors that will impact the message (e.g., dialect, language styles, setting, word choice). 2. Infer speakers bias and purpose. 3. Paraphrase and summarize, in both oral and written form, information in formal and informal presentations. 4. Restate a set of instructions in the order given and complete the task.
1. Appraise the situation and assume the appropriate listening mode. 2. Record appropriate notes and rough outlines with editorial comments. 3. Formulate questions to clarify meaning. 1. Determine meaning from speakers denotations and connotations. 2. Identify speakers purpose; analyze, paraphrase, and summarize information, in both formal/informal presentations.
Listening & Viewing Applications
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Performance Area Research Strategies
6th Grade
1. Choose a variety of resources (e.g., newspaper, magazine, reference books, electronic information) to gain new information.
7th Grade
1. Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web sites, CD/ROMS). 2. Apply criteria for determining credibility for each source identified. 1. Evaluate sources by applying a set of criteria (e.g., accuracy, timeliness, reliability). 2. Cite the source of all direct quotations and paraphrase summarized information. 1. Evaluate and select text, graphic materials, or visual aids to present information (e.g., charts, written reports, banners, maps, models, artifacts, student-created games). 2. Communicate, in an appropriate format, information that was gathered by either inquiry or research.
8th Grade
1. Identify accurate, current, and credible sources to solve problems or answer questions through research. 2. Follow appropriate style manual accurately (MLA). 1. Develop a works cited page for a research project.
Research Conventions
1. Analyze information from primary and secondary print and non-print sources. 2. Develop a works cited page that includes sources used in research. 1. Design and present a project (e.g., written reports, graphics, visuals, multi-media presentations). 2. Analyze and synthesize original work and researched information.
Research Applications
1. Design and present a project that effectively communicates the intended message; engages the audiences interest; organizes around a structure appropriate to purpose, audience and context; elaborates ideas; and cites or credits sources appropriately.
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Notes/Updates
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Mathematics Power Curriculum

The Hawthorn District 73 mission of mathematics instruction is to develop an education program that will involve, nurture, and enable all students to develop the knowledge and skills they need to function as mature, responsible, and productive citizens. The Power Standards and educational goals for students, based upon and aligned with the Illinois State Standards and the National Council of Teachers of Mathematics (NCTM), reflect the importance of mathematical literacy. These Essential Learning Standards are further expanded through the specialized mathematics programs and curriculum maps at each grade level and by every teacher.
Illinois State Standards for Mathematics

Number Sense State Goal Six: Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division, patterns, ratios and proportions. A. Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings. B. Investigate, represent and solve problems using number facts, operations and their properties, algorithms and relationships. C. Compute and estimate using mental mathematics, paper-and-pencil methods, calculators and computers. D. Solve problems using comparison of quantities, ratios, proportions and percents. Estimation and Measurement State Goal Seven: Estimate, make and use measurements of objects, quantities, and relationships, and determine acceptable levels of accuracy. A. Measure and compare quantities using appropriate units, instruments and methods. B. Estimate measurements and determine acceptable levels of accuracy. C. Select and use appropriate technology, instruments and formulas to solve problems, interpret results and communicate findings. Algebra State Goal Eight: Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems, and predict results. A. Describe numerical relationships using variables and patterns. B. Interpret and describe numerical relationships using tables, graphs and symbols. C. Solve problems using systems of numbers and their properties. D. Use algebraic concepts and procedures to represent and solve problems. Geometry State Goal Nine: Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes, and space. A. Demonstrate and apply geometric concepts involving points, lines, planes, and spaces. B. Identify, describe, classify and compare relationships using points, lines, planes and solids. C. Construct convincing arguments and proofs to solve problems. D. Use trigonometric ratios and circular functions to solve problems. Data Analysis State Goal Ten: Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty, using concepts of probability. A. Organize, describe and make predictions from existing data. B. Formulate questions, design data collection methods, gather and analyze data, and communicate findings. C. Determine, describe and apply the probabilities of events.
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Technology
A. B. C. D. E. F. Students will demonstrate creative thinking, construct knowledge and develop innovative products and processes using technology Students will use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students will apply digital tools to gather, evaluate, and use information. Students will use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students will understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students will demonstrate a sound understanding of technology concepts, systems and operations.
Mathematics this Year and Beyond

The curriculum maps in mathematics for grades K-8 continue to reflect our preferred future for all students at Hawthorn District 73. As our goal is to have our students leave eighth grade prepared to take at least Algebra I in high school, the maps reflect not only the identified Power Standards and Safety Net curriculum, but also the Big Ideas, Enduring Understandings, Essential Questions, and Technology Integration Goals which teachers use to guide their planning and instruction. Throughout the year, teachers will continue to develop, fine-tune, and implement the mathematics standards using the Understanding by Design (UbD) curriculum framework. The UbD framework and Power Standards have led to the use of a variety of materials and resources rather than the selection of one best program or the adoption of a single textbook at any grade level. Hawthorn teachers continually work to utilize the most current materials available in order to provide our students with the highest quality education.
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Mathematics Grades K-2 Kindergarten Developing Concepts and Skills in Math

Students will understand that. . . patterns exist in the world around us. mathematical tools can be used to measure objects of quantity. measurements help us describe objects. data can be collected, organized and communicated. there is technology available to support learning mathematics.
Big Idea
1st Grade Using Math Concepts and Skills

Students will understand that. . . patterns exist in the world around us and can be used to make predictions. math knowledge and skills can be used for a variety of purposes. there is a relationship between math and everyday life. oral and written communication skills can be used to explain problem solving strategies. technology can be used to support mathematics. 1. How are numbers used? 2. Why is automatic recall of basic addition and subtraction facts useful? 3. What is estimation? When and how is it used? 4. Why do we measure? 5. What are the tools for measuring and why are they used to measure? 6. How can I determine patterns and use them to make predictions? 7. What is the relationship between addition and subtraction? 8. How can shapes be defined and objects be sorted? 9. How can I organize and interpret simple data? 10. What is probability likely or unlikely?
2nd Grade Understanding Patterns in Math

Students will understand that. . . effectively solving problems in math requires classifying, planning, estimating, solving and comparing. talking and writing clearly about math requires presenting, persuading, collaborating, explaning and recommending. solving problems can require the use of manipulatives, graphs, charts, clocks, calendars and shapes. technology can support mathematics. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. How do I use math in my daily life? How do I use numbers to solve problems? How can I use addition and subtraction? How do I compare fractions? How can I use measurement to describe objects? How is estimation important when using money? How can I use tools to help me measure? How do I analyze patterns in math? How do I solve problems using patterns? How can I prove a pattern? How can I gather, organize and represent data? How can I communicate the probability of events?
Essential Questions
1. How do I use math to sort and organize my world? 2. What are numbers and sets? 3. How can whole numbers be added and subtracted? 4. How can objects be compared and ordered? 5. How do measurements help us describe objects? 6. What are number patterns? 7. How can a shape be identified? 8. How do I gather and organize information?
1. 2. 3. 4. 5. 6. 7. 8. 9.
Demonstrate basic skills related to the use of technology (keyboarding, word processing, calculators, etc.). Illustrate and communicate original ideas using digital tools and media-rich resources. Identify, research and collect data using digital resources and propose developmentally appropriate solutions. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. In a collaborative work group, use a variety of technologies to produce a digital presentation or product. Independently apply digital tools and resources to address a variety of tasks and problems. Communicate about technology using developmentally appropriate and accurate terminology. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and web sites. Know and model ethical, legal and responsible behaviors regarding the use of various technologies.
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Unwrapped Mathematics Standards Grades K-2

(Items in bold should be taught prior to winter break.) Performance Area Power Standards By the end of a grade, students will. . . 1. Demonstrate understanding of number and quantity. 2. Begin to use simple strategies to solve mathematical problems. 3. Compare and order objects using one or more of the following attributes: length, height and weight. 4. Participate in measuring activities. 5. Identify, sort, and classify objects by attributes. 6. Identify, describe, and extend patterns. 7. Show developing ability to solve problems using numbers. 8. Recognize and describe the attributes of shapes. 9. Use positional words to describe the location of objects (e.g., near, far, up, down, below, above, beside, next to, between, over, under). 10. Collect data and make records using object graphs, pictorial graphs, and tables. 11. Understand that there is technology that supports mathematics. 1. Count orally from 1 to 50 and backward from 10 to 1. 2. Read numerals to 20 in and out of sequence. 3. Write numerals to 10 in order. 4. Demonstrate 1-to-1 correspondence by keeping track of quantities while counting. 5. Create a set of a given size. 6. Connect numerals to the quantities they represent. 1. Understand how numbers are used. 2. Understand the idea of addition and subtraction. 3. Apply basic addition and subtraction to number sentences and word problems. 4. Determine the total value of a set of coins. 5. Measure objects with standard measurement. 6. Tell time with an analog clock. 7. Recognize numeric patterns. 8. Explore simple number sentences with variable missing addend problems. 9. Solve real life word problems using patterns. 10. Identify and classify concrete threedimensional objects (cube, cone, cylinder, and sphere) according to one or more attributes including color, size, shape, and thickness. 11. Organize and interpret simple data. 12. Understand probability. 13. Understand what technology is available to support mathematics. 1. Count orally to 100. 2. Read, write, and sequence numbers to 100. 3. Count with understanding, including skip counting by 2s, 5s, and 10s from zero. 4. Demonstrate the concept of odd and even using manipulatives. 5. Form and count groups of objects. 6. Group objects by 10s and 1s to explore place value. 1. Understand how to use numbers to solve a problem. 2. Justify the most reasonable answer for an addition or subtraction problem. 3. Use measurement to describe objects. 4. Select an appropriate unit and tool for measurement. 5. Analyze patterns. 6. Solve problems using a variety of strategies. 7. Compare and contrast attributes of shapes using appropriate vocabulary. 8. Collect, sort, and organize data to create charts, graphs, and tables. 9. Understand probability and determine whether an event is likely or unlikely. 10. Choose appropriate technology to support learning in mathematics.
Kindergarten
1st Grade
2nd Grade
Number Sense
1. Read, write, and sequence numbers to 999. 2. Explain numbers to 1000 using a variety of strategies (e.g. odd/even, greater than/less than/equal). 3. Count by 2s, to 100, by 5s and 10s to 200 and by 100s to 1000. 4. Apply patterns in skip counting, grouping, and equal sets. 5. Explain that digits stand for different amounts in different place value positions.
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Unwrapped Mathematics Standards

Performance Area Number Sense (Cont.)
Kindergarten
7. Demonstrate that the meaning of a number does not change no matter how objects are grouped. 8. Order quantities from least to most and most to least. 9. Describe a quantity using the terms more, less, and same. 10. Represent numbers in a variety of equivalent ways. 11. Combine and separate 2 single-digit numbers using pictures, stories, and objects to model the situation. 12. Record numerical information using pictures, words, and/or numbers.
1st Grade
7. Represent equivalent forms of the same number through the use of manipulatives, diagrams, and number sentences to 20. 8. Build, estimate, and compare combinations of numbers to 20 in different ways using pictures, stories, and objects to model the combinations. 9. Find the sum or difference of 2 quantities up to 20 using symbols in problem-solving situations. 10. Examine the concept of ordered pairs by linking commonly paired relationships. 11. Demonstrate that the number of objects (up to 20) does not change when the objects are moved or rearranged. 12. Identify one more than and one less than a given number. 13. Utilize a calculator for counting patterns. 14. Compare two or more sets, using manipulatives, to solve problems. 15. Compare 2 three-digit numbers using greater than, less than, and equal to. 16. Construct a mental image of combining and separating quantities in problem situations. 17. Record strategies for solving, combining, and separating problems using pictures, numbers, equations, and words. 18. Identify equal and unequal parts. 19. Use estimation and other methods to justify whether or not an answer is reasonable. 20. Examine 1/4, 1/3, 1/2, and whole using real objects, manipulatives, and pictorial representations.
2nd Grade
6. Use a variety of strategies to add and subtract. 7. Use and explain strategies for recalling addition and subtraction facts to 18. 8. Estimate numbers in problem solving situations. 9. Identify number sequences. 10. Analyze situations to determine whether exact numbers or estimates are appropriate. 11. Begin to utilize a calculator to solve addition and subtraction problems. 12. Compare fractions using manipulatives. 13. Use and explain multiple strategies to solve addition and subtraction problems using 2-digit numbers with and without re-grouping. 14. Write addition and subtraction equations for problem situations with 1- or 2-digit numbers using vertical and horizontal formats. 15. Develop story problems to match given equations. 16. Use and explain mental math strategies to solve problems. 17. Describe the inverse relationships between addition and subtraction. 18. Estimate sums and differences of 1- and 2-digit numbers and explain whether the answer is reasonable. 19. Explain properties of addition using terms like turn-around facts and fact families. 20. Model how many parts make a whole using equal fractional parts.
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Performance Area Estimation and Measurement
Kindergarten
1. Estimate nonstandard measurements of length, weight, and capacity. 2. Determine the attributes of an object that are measurable (e.g., length and weight are measurable; color and texture are not). 3. Estimate nonstandard measurements of length, weight, and capacity.
1st Grade
1. Compare and order objects according to measurable attributes. 2. Explore and describe chronological events (e.g., calendars, timelines, seasons). 3. Identify units of money and the value of each. (penny, nickel, dime, quarter, half-dollar, and dollar). 4. Count sets of coins. 5. Estimate, measure, and compare length, volume, weight and area using standard and non-standard units of measurement. 6. Explore and describe perimeter and area of real objects.
2nd Grade
1. Identify the appropriate measuring unit for each measurable object (e.g. weight, height, volume, temperature). 2. Measure objects using standard measurement. 3. Read and write time to the nearest 5 minutes using a digital and analog clock. 4. Describe relationships within units of time, money and length (e.g., 12 inches in a foot). 5. Count, compare, and order sets of unlike coins. 6. Show equivalent amounts of money. 7. Explore and explain making change using manipulatives. 8. Estimate standard measurements of length, weight, and capacity. 9. Estimate the amount of money needed to make purchases. 10. Solve problems using money and time. 11. Calculate the elapsed time between a start and an end time. 12. Examine the concept of area and perimeter. 1. Identify patterns in the number system. 2. Develop and apply more complex patterns and relationships in real-life and mathematical problem situations. 3. Solve word problems involving unknown quantities. 4. Solve problems, justify and explain solutions using patterns.
Algebra
1. Describe common and uncommon attributes (all, some, none) in a set. 2. Identify, describe, and extend patterns with familiar objects in both classroom and reallife situations. 3. Create, describe, and extend patterns.
1. Recognize, create, describe, and extend patterns such as sequences of sounds, motions, shapes, or simple numeric patterns, and translate from one representation to another (e.g., red-blue-red-blue translates to snap-clap-snap-clap). 2. Describe how a pattern develops, repeats, and builds toward more complex patterns. 3. Describe qualitative change using terms such as, students grow taller. 4. Solve simple number sentences with variables (e.g., missing added problems).
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Performance Area Geometry
Kindergarten
1. Sort and match shapes according to attributes. 2. Describe and interpret relative positions in space and apply concepts of relative position (e.g., above/below). 3. Describe, identify, model, and draw circles, squares, rectangles, and triangles. 4. Compare sizes of plane geometric figures. 5. Identify and describe objects in the environment that depict geometric shapes. 6. Build and take apart pictures, shapes and structures formed with geometric shapes.
1st Grade
1. Identify, describe, and compare twodimensional shapes. 2. Develop vocabulary to describe twodimensional shapes. 3. Construct and take apart two-dimensional shapes. 4. Use rotation (turn) and reflection (flip) to arrange shapes. 5. Sort and group shapes according to common attributes. 6. Identify, describe, and compare threedimensional shapes. 7. Develop vocabulary to describe threedimensional shapes. 8. Describe two-dimensional shapes found in three-dimensional figures. 9. Identify three-dimensional shapes from twodimensional representations. 10. Recognize geometry as a way of describing the physical world. 1. Conduct simple statistical experiments and collect data. 2. Display data using tallies, charts, bar graphs and pictographs. 3. Draw conclusions from graphs. 4. Identify sorting rules based on data. 5. Describe regularly occurring patterns in nature and in daily routines. 6. Describe an event as likely or unlikely to occur. 7. Make predictions about events.
2nd Grade
1. Sort, describe, and analyze shapes and solids by various attributes. 2. Describe the spatial and numerical relationships found among shapes. 3. Define circles, triangles, squares, rectangles, hexagons, rhombi, and trapezoids. 4. Compare and build two-dimensional (plane) and three-dimensional (solid) geometric shapes. 5. Describe lines of symmetry in two-dimensional shapes. 6. Recall and draw a figure or dot pattern no longer in view in order to develop visual memory. 7. Explain how geometry helps to describe the physical world. 8. Apply rotation to concrete objects (slides, flips and turns.) 9. Identify congruent objects.
Data Analysis
1. Collect information through counting and tallying. 2. Describe, sort, and classify objects or information using representations. 3. Organize and represent categorical data. 4. Select, count, and describe subsets of data, and explain the reasoning for the grouping. 5. Use the concept NOT as a category for organizing information and explain the reasoning. 6. Interpret information based on simple graphs and surveys prepared by students. 7. Describe patterns in nature and daily routines. 8. Make predictions based on familiar situations and relate to the concept of chance.
1. Collect and record data using pictorial and symbolic graphs and charts. Describe and interpret the data. 2. Compare two data sets for similarities and differences. 3. Analyze data results both orally and in writing. 4. Describe the outcomes of simple probability experiments. 5. Use probability terms such as likely, unlikely, impossible, probable, and certain.
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Mathematics Grades 3-5 3rd Grade Assuring Quality in Math Concepts and Skills
Students will understand that numbers are used to solve problems from math and other contexts. numbers have relationships to one another. objects can be measured using a variety of tools and the most appropriate tool should be selected based on the purpose of the measurement task. patterns in mathematics can be identified and described. various shapes can be identified and described by their attributes. instructions can be given for moving from one location to another. number lines and grids can be used to locate points. representations of points, lines, line segments, rays and angles can be accurately created using the appropriate tools. data sets can be collected, organized, and represented. probability can be used to answer real life questions. there are different kinds of technology to support learning different principles in mathematics.
Big Idea Enduring Understandings
4th Grade Examining Mathematical Relationships

Students will understand that numbers can be compared using symbols and words. inverse relationships and properties of numbers can be used to solve problems. shapes can be constructed, identified, and analyzed by their attributes. geometric figures can be accurately created using appropriate mathematical tools. algebraic expressions are written using numbers and variables. there are different kinds of technology to support learning different principles in mathematics.
5th Grade Applying Mathematics to Everyday Situations

Students will understand that mathematics is a tool that can be applied to everyday situations. mathematics can be used to communicate information. a variety of mathematics applications are used to solve problems. accuracy is important in mathematics. oral and written communication skills can be used to explain problem solving strategies. there are different kinds of technology to support learning different principles in mathematics.
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Essential Questions
1. How are numbers represented, computed and compared? 2. How are operations of numbers and estimation used? 3. What should be considered when choosing a tool or unit to measure? 4. How can geometric objects be identified and described? 5. How can points be located on number lines and grids? 6. How can I use technology to help me understand mathematics?
1. How can I represent fractions and decimals? 2. How do I solve problems which use all operations? 3. How and when do I estimate and compute accurately? 4. How do I solve problems using percentages? 5. How do I measure accurately? 6. How can I use measurement to solve everyday problems? 7. How do I show that numbers are related using variables and patterns? 8. How do I interpret and describe numerical relationships? 9. How can I use algebraic concepts to solve problems? 10. How do I demonstrate and apply geometric concepts? 11. How do I prove the answer to a problem? 12. How do I organize, make predictions and draw conclusions from data sets? 13. How do I communicate the probability of events? 14. How can I use technology to help me understand mathematics?
1. How are different number forms related? 2. How do I use properties of numbers to solve problems? 3. How do I use formulas to solve problems? 4. How do I use estimation and accurate measurements to communicate? 5. How do I use patterns to describe relationships? 6. How can I construct shapes accurately? 7. How can I organize data to communicate effectively? 8. How do I use probability in everyday situations? 9. How can I use technology to help me understand mathematics?
1. 2. 3. 4. 5. 6. 7. 8. 9.
Produce media-rich digital presentations. Recognize bias in digital resources while doing research with guidance from teachers. Select and apply digital tools to collect, organize and analyze data. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. Identify and investigate global issues and generate possible solutions using digital tools and resources. Conceptualize, guide and manage individual or group-learning projects using digital planning tools with teacher support. Understand the effect of existing and emerging technologies on individuals, society and the global community. Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems. Know and model ethical, legal and responsible behaviors regarding the use of various technologies.
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Unwrapped Mathematics Standards Grades 3-5

(Items in bold should be taught prior to winter break.) Performance Area Power Standards By the end of a grade, students will
3rd Grade
1. Understand and apply numbers and numerical operations. 2. Represent numbers in different ways and show their relationship to one another. 3. Use estimation strategies reasonably and fluently. 4. Apply appropriate units of measurement and measurement techniques to solve everyday problems. 5. Represent and analyze mathematical situations and structures using algebraic representations. 6. Apply geometry skills and relate them to everyday life. 7. Understand and apply data collection, organization, and representation to analyze and sort data. 8. Understand and apply the basic concepts of probability. 9. Understand and demonstrate the systematic listing and counting of possible outcomes. 10. Demonstrate the ability to choose appropriate technology to support understanding of mathematics with help from teacher.
4th Grade
1. Understand the relationship of fractions and decimals. 2. Use the inverse relationships between multiplication and division to solve problems. 3. Recognize the properties of numbers. 4. Use models, estimate, and find the area and perimeter of regular and irregular shapes. 5. Convert units of measurement in U.S. customary and metric. 6. Use pattern identification to solve problems using given rule or determine the rule for equation. 7. Write algebraic expressions. 8. Classify triangles by length of sides (scalene, isosceles, and equilateral) and size of angles (acute, obtuse, and right). 9. Draw two-dimensional shapes that are related by translation (slide), reflection (flip) or rotation (turn). 10. Identify and compare obtuse, right, and acute angles. 11. Answer a question or test a hypothesis by gathering and recording data in an appropriate form (chart, table, or graph). 12. Demonstrate the ability to choose appropriate technology to support understanding of mathematics.
5th Grade
1. Understand and apply the relationship of fractions, decimals, and percents. 2. Express exponential notation. 3. Identify properties of numbers. 4. Select strategies to convert and measure with customary and metric units. 5. Use given formulas to find perimeter and area of two-dimensional polygons. 6. Represent and analyze patterns and functions using words, tables and graphs. 7. Identify, compare, and sketch properties of polygons. 8. Differentiate and represent various properties of angles. 9. Locate, name, and determine distance between points in the first quadrant of a coordinate system using ordered pairs of numbers. 10. Represent data efficiently using multiple methods. 11. Predict and interpret different landmarks in a data set. 12. Demonstrate the ability to choose appropriate technology to support understanding of mathematics.
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Performance Area Number Sense
3rd Grade
1. Use place value to read, write, model, and order numbers to 10,000. 2. Identify and recognize whole numbers and halves on a number line including 0. 3. Understand that multiplication is repeated addition. 4. Skip count by single-digit and 2-digit numbers. 5. Explain the relations among factors and multiples from 0-10. 6. Identify factors of 100 and use them to understand the structure of 1,000. 7. Explain strategies used to automatically recall basic addition and subtraction facts. 8. Select and use an appropriate method for adding and subtracting using mental math. 9. Use and explain standard addition and subtraction to represent word problems. 10. Model concepts of addition and subtraction of 2- and 3-digit numbers with and without regrouping. 11. Solve addition and subtraction problems with a variety of givens and unknowns. 12. Model, represent, and explain multiplication and division equations and situations using words, pictures, manipulatives, etc. 13. Explain the relationship between multiplication and division using fact families. 14. Model the 2 types of division (sharing and partitioning) based on pattern situations. 15. Recall basic multiplication facts (up to 10 x 10) and then be able to apply them to related multiples of 10 (3 x 4 = 12, 30 x 40 = 120) 1.
4th Grade
Represent, order and compare decimals to demonstrate understanding of the place-value structure (whole numbers to 1,000,000 and decimals to hundredths). Identify prime numbers through 100. Recognize equivalent representations for decimals. Represent fractions as parts of unit wholes, as parts of a set, as locations on a number line, and as divisions of whole numbers. Explore numbers less than zero by extending a number line through familiar applications. Show equivalent representations of a number by changing from one form to another form (e.g. standard to expanded form). Describe classes of numbers according to characteristics such as factors and multiples. Solve addition or subtraction number sentences and word problems using fractions with like denominators. Solve multi-step number sentences and word problems using whole numbers and the 4 basic operations. Select and use one of various algorithms to multiply and divide. Develop and use strategies (e.g., rounding, compatible numbers, front-end estimation) to estimate the results of whole-number computations and to judge the reasonableness of such results. Estimate the sum or difference of a number sentence containing decimals using a variety of strategies. Determine and justify whether exact answers or estimates are appropriate. Describe the relationship between two sets using, > < and = .
5th Grade
1. Read, write, model, and order numbers to 1,000,000. 2. Estimate quantities up to 1,000,000 in a variety of situations and explain strategy used. 3. Use a variety of strategies, including calculators and geometric models, to find factors, multiples, primes, even/odd numbers, and square numbers, and to explain number compositions. 4. Use factor relationships to 100 and 1,000 to solve real-life applications, and explain the structure of 1,000,000. 5. Develop, compare, and select a strategy that is efficient and accurate when solving addition, subtraction, multiplication and division problems, as well as, situational story problems and be able to justify the reasonableness of the solutions. 6. Find common denominators using concrete representations and other strategies. 7. Use addition and subtraction of mixed numbers with common denominators in problem solving situations. 8. Use fractions and decimals to help solve everyday problems. 9. Estimate and solve problems involving addition and subtraction of fractions, and justify the reasonableness of the solution. 10. Describe the relationship between repeated addition of fractions and multiplication of fractions by whole numbers.
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3rd Grade
16. Use and explain properties of addition and multiplication. 17. Explain that equal parts or fair shares must be the same. 18. Read, write, and use conventional fraction words and link them to their pictorial representations. 19. Explain that when all fractional parts are included, such as four-fourths, the result is equal to the whole and to one. 20. Add and subtract unit fractions that have the same denominator using manipulatives. 21. Use money concepts in everyday situations and make change for a variety of amounts up to $1.00.
4th Grade
5th Grade
11. Estimate and solve multiplication of fractions by whole number problems in various problem situations using a variety of methods, and justify the reasonableness of the solution. 12. Compare and order decimals to other decimals and whole numbers using models and notation. 13. Explain the connection between fractions, decimals, and percents; apply appropriate models, notations, and reasoning to represent these relationships.
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3rd Grade
1. Compare and measure objects. 2. Use benchmarks (e.g., hand span, length of arm) to gain a sense of size of objects. 3. Select and use standard measurement units in everyday situations. 4. Identify reasons for inconsistencies in measurement of various objects. 5. Read and write time to the minute using digital and analog (face) clocks. 6. Estimate, predict, and solve basic elapsed time problems. 7. Estimate quantities up to 1,000 in a variety of problem-solving situations and explain the strategy used. 1. 2. 3. 4. 5. 6.
4th Grade
Explain the need for using standard units for measuring. Measure objects using standard units in the US customary and metric systems. Show and explain the area of an object by counting square units. Measure angles using a protractor or angle ruler. Measure to the 1/2-centimeter. Convert US customary measurements into larger or smaller units with the help of conversion charts. Convert linear metric measurements into larger or smaller units with the help of a conversion chart. Develop and discuss strategies for estimating the perimeters, areas, and volumes of regular and non-regular shapes. Develop and use common referents for volume, weight/mass, capacity, area, and angle measures to make comparisons and estimates. Determine elapsed time between events. Make change from a given amount using bills and coins. Select and apply appropriate standard units and tools to measure the size of angles. Determine the volume of a cube or rectangular prism using concrete materials. Create an accurate representation of a polygon with a given perimeter or area.
5th Grade
1. Use measures of money and time, U.S. and metric measures of length, weight, and volume to solve problems and make estimates. 2. Carry out simple unit conversions within a system of measurement. 3. Apply the concept of time to solve everyday situations and explain when estimation vs. exact measurement is appropriate.
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Performance Area Algebra
3rd Grade
1. Identify and create patterns in all areas of math. 2. Describe and extend patterns numerically. 3. Solve word problems involving unknown quantities. 4. Solve problems, justify and explain solutions using patterns.
4th Grade
1. Identify a number pattern, both increasing and decreasing, and the extent of the number sequence. 2. Determine the missing number(s) in a complex repeating pattern. 3. Construct and solve simple number sentences using a symbol for a variable. 4. Make generalizations given a specific pattern. 5. Create, describe and extend patterns. 6. Solve a pattern with one operation, verbally, and symbolically, given a table of input/output numbers. 7. Demonstrate equality of two expressions with variables (e.g. 28+35 = 35 + n). 8. Create a table that describes a function rule for a single operation. 9. Demonstrate in simple situations how a change in one quantity results in a change in another quantity. 10. Identify situations with carrying rates of change using words, tables, and graphs. 11. Apply the relationships of multiplication and division fact families to solve for an unknown quantity. 12. Solve problems with whole numbers using the order of operations, equality properties and appropriate computation methods. 13. Solve one-step linear equations with one missing value in isolation and in problem solving situations. 14. Create and solve linear equations involving whole numbers using a variety of methods.
5th Grade
1. Predict a slot in a sequence or growing pattern of numbers. 2. Describe and graph the difference between patterns with the same (constant) rate of change and those with unsteady (varying) rates of change. 3. Form a hypothesis about and test a rule for the pattern in a sequence of numbers. 4. Use T-charts to represent patterning with functions. 5. Use patterns and numerical rules to represent and solve problems. 6. Use variables and open sentences to express simple, single-step algebraic equations. 7. Investigate the concept of balance in equations.
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Performance Area Data Analysis
3rd Grade
Unwrapped Mathematics Standards 4th Grade

1. Collect data using observations and experiments and represent data using appropriate tables and graphs. 2. Describe the shape and important features of a set of data and compare related data sets. 3. Arrange given data in order, least to greatest or greatest to least, and determine minimum value, maximum value, range, mode, mean, and median for an odd number of data points. 4. Compare different representations of the same data and evaluate how well each representation shows important aspects of the data. 5. Propose and justify conclusions and predictions that are based on data. 6. Read, interpret, infer, predict, draw conclusions and evaluate data from any graph type. 7. Propose a further investigation to verify or refute a prediction. 8. List all possible outcomes of a single, or compound independent events and tell whether an outcome is certain, impossible, likely, or unlikely. 9. Predict, describe, test and report the probability of an event using terminology such as 5 chances out of 8. 10. Assign a value of zero to probabilities that are impossible and a value of one to probabilities that are certain (fractional). 11. Express simple probabilities as a fraction between zero and one.
5th Grade
1. Compare two related data sets and make a hypotheses, represent the data using graphs and tables and show median, mode, and range. 2. Select an appropriate representative sample and make appropriate interpretations for the associated populations. 3. Analyze and communicate a single data set in more than one way for both quantitative (numerical) and qualitative (categorical) data sets. 4. Represent and analyze data that involves more than one variable. 5. Conduct a complex data analysis project. 6. Perform simple probability experiments and organize data in useful ways (i.e., identify patterns, predict outcomes, and explain effects when an experiment is conducted several times). 7. Explain that the measure of the likelihood of an event can be represented by a number from 0 to 1. 8. Explain the fairness of games and outcomes of events using knowledge of probability concepts.
1. Use mean, median, mode and range in everyday problem situations. 2. Interpret information, and predict the meaning of data using graphs (pictograph, bar graph, line plot, tally chart, and table) 3. Analyze and draw conclusions about simple probability experiments. 4. Use probability terms such as likely, unlikely, possible, impossible, probable, and certainty.
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Mathematics Grades 6-8
Big Idea
6th Grade Using Math to Analyze Patterns

Students will understand that fractions, decimals and percents may be used interchangeably to express numerical values and to perform computations. there is a certain way to measure anything, to varying levels of accuracy. specific ideas can be expressed in general terms through the use of algebraic properties and rules of order of operations. data can be analyzed through statistical methods and probability. technology can be used to simulate events and predict outcomes. 1. What is the relationship among fractions, decimals and percents? 2. How is estimation valuable in determining the reasonableness of an answer? 3. What factors determine the best unit of measurement to use? 4. How can we apply some rules to our calculations? 5. How can we compare and classify twoand three-dimensional shapes? 6. How do we organize and interpret the data from experiments and determine probability? 7. How can we use technology to simulate events and predict outcomes?
7th Grade Interpreting the Real World Through Mathematics

Students will understand that the rational number system is a powerful tool to help us interpret and solve problems. mathematics helps us interpret our world and solve problems. mathematics helps us interpret patterns and make sense of relationships. technology can be used to simulate events, predict outcomes and demonstrate mathematical relationships.
8th Grade Utilizing the Power of Mathematics

Students will understand that the real number system is a powerful tool to help us interpret and solve problems. problem solving is a constant in our lives. mathematics empowers us to communicate information. technology can be used to investigate and communicate mathematics.
Essential Questions
1. What are rational numbers? 2. How do I solve real world problems using properties, algorithms, and relationships? 3. How do I measure and compare quantities? 4. How do I interpret and solve problems involving measurement? 5. How do algebra, geometry, statistics and probability help with problem solving? 6. How can I use technology to simulate events, predict outcomes and demonstrate mathematical relationships?
1. How do real numbers help us solve real world problems? 2. How do I solve problems using systems of numbers and their properties? 3. How do I use the power of proportional reasoning to solve word and pictorial problems? 4. How do I analyze the characteristics of threedimensional solids? 5. What are the practical uses of probability and statistics? 6. How can I use technology to investigate and communicate our learning of mathematics?
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1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
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Unwrapped Mathematics Standards Grades 6-8

6th Grade
1. Compute basic operations with whole numbers, fractions and decimals. 2. Represent fractions and decimals in equivalent forms. 3. Use appropriate units to measure. 4. Evaluate an algebraic expression with a single variable. 5. Find the sum of the angles in triangles and quadrilaterals. 6. Recognize symmetry, congruency, and similarity. 7. Identify, describe, and compare simple polygons. 8. Identify the radius and diameter of circles. 9. Construct and interpret frequency tables. 10. Find the mean, median, mode and range using calculators. 11. Read circle and bar graphs for information. 12. Determine the probability of a simple event. 13. Understand how technology can be used to simulate events and predict outcomes.
7th Grade
1. Compute accurately with integers. 2. Understand and use scientific notation for large numbers. 3. Use ratio, proportion and percent. 4. Measure and compare quantities using appropriate units and instruments. 5. Estimate measurements with acceptable levels of accuracy. 6. Evaluate algebraic expressions using integers. 7. Use tables, graphs, and symbols to describe variables and patterns. 8. Identify congruent figures. 9. Understand relationships involving parallel and perpendicular lines. 10. Analyze the properties of two-dimensional figures. 11. Read and interpret a variety of graphs. 12. Determine central tendency using mean, median, and mode. 13. Utilize technology to simulate events, predict outcomes and communicate results. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
8th Grade
Compute accurately with rational numbers. Understand real numbers. Solve problems using proportional reasoning. Read, write, and speak the language of mathematics. Measure and compare quantities using appropriate units and methods. Solve, interpret and communicate problems involving measurement. Describe numerical relationships using variables and patterns. Solve problems using systems of numbers and their properties. Create algebraic equations to solve word problems. Analyze the properties of geometric figures. Use the Pythagorean Theorem. Use data and probability to predict. Identify and apply the elements of technical writing. Choose and utilize appropriate technology to investigate mathematics and communicate findings.
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Performance Area Number Sense
6th Grade
1. Read, write, recognize, and model equivalent representations of whole numbers and their place values. 2. Read, write, recognize, model, and interpret numerical expressions from a given description or situation. 3. Read, write, recognize, and model equivalent representations of fractions, including improper fractions and mixed numbers. 4. Recognize, translate between, and apply multiple representations of decimals, fractions, percents (less than 100%), and mixed numbers (halves, quarters, fifths, and tenths). 5. Read, write, recognize, and model equivalent representations of decimals and their place values through the thousandths. 6. Represent repeated factors using exponents. 7. Order and compare whole numbers. 8. Order and compare decimals through the thousandths. 9. Order and compare fractions and mixed numbers having like and unlike denominators. 10. Identify and locate decimals, fractions, and mixed numbers on a number line. 11. Solve problems involving descriptions of numbers, including characteristics and relationships (e.g., odd/even, factors/multiples, greater than, less than, square numbers, primes).
7th Grade
1. Read, write, and recognize equivalent representations of positive powers. 2. Read, write, recognize, model, and interpret integers, including translating numerical expressions. 3. Recognize, translate between, and apply multiple representations of rational numbers (decimals, fractions, mixed numbers, and percents less than 100%). 4. Represent repeated factors using exponents. 5. Order and compare integers, terminating decimals, fractions, and mixed numbers. 6. Identify and locate integers, decimals, and fractions/mixed numbers on a number line. 7. Solve problems involving descriptions of numbers, including characteristics and relationships (e.g., square numbers, prime/composite, prime factorization, greatest common factor, least common multiple). 8. Solve problems and number sentences involving addition, subtraction, multiplication, and division using integers, fractions, and decimals. 9. Identify and apply order of operations to simplify numeric expressions involving whole numbers, exponents, fractions, and decimals.
8th Grade
1. Read, write, and recognize equivalent representations of integer powers. 2. Read, write, recognize, model, and interpret integers, including translating numerical expressions. 3. Recognize, translate between, and apply multiple representations of rational numbers (decimals, fractions, mixed numbers, percents, and roots). 4. Use scientific notation to represent numbers and solve problems. 5. Represent repeated factors using exponents. 6. Order and compare rational numbers. 7. Identify and locate rational and irrational numbers on a number line. 8. Solve problems involving descriptions of numbers, including characteristics and relationships (e.g., exponents, prime/composite, primes factorization, greatest common factor, least common multiple). 9. Solve problems and number sentences involving addition, subtraction, multiplication, and division using rational numbers, and exponents. 10. Identify and apply order of operations (including exponents) to simplify numeric expressions involving integers, fractions, and decimals.
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6th Grade

10. Identify and apply the following properties of operations with rational numbers: - the commutative and associative properties for addition and multiplication, - the additive and multiplicative identity properties, - the additive and multiplicative inverse properties, - the multiplicative property of zero. 11. Understand the relationships between addition /subtraction and multiplication/division with rational numbers. 12. Create and explain ratios that represent a given situation. 13. Use proportional reasoning to model and solve problems. 14. Read, write, recognize, model, and interpret percents from 0% to 100%. 15. Solve number sentences and problems involving fractions, decimals, and percents.
8th Grade
11. Identify and apply the following properties of operations with rational numbers: - the commutative and associative properties for addition and multiplication, - the distributive property, - the additive and multiplicative identity properties, - the additive and multiplicative inverse properties - the multiplicative property of zero. 12. Describe the effect of multiplying and dividing by numbers, including the effect of multiplying or dividing a rational number by: - a number less than zero, - zero, - a number between zero and one, - a number greater than one. 13. Estimate the square root of a number less than 1,000, between two whole numbers. 14. Use ratios to describe the relationship between quantities. 15. Use proportional reasoning to model and solve problems. 16. Read, write, recognize, model, and interpret percents, including those less than 1% and greater than 100%. 17. Solve number sentences and problems involving fractions, decimals, and percents (e.g., percent increase and decrease, interest rates, tax, discounts, tips).
12. Solve problems and number sentences involving addition, subtraction, and multiplication of decimals. 13. Solve problems involving addition and subtraction of fractions and mixed numbers, and express answers in simplest form. 14. Identify and apply order of operations to simplify numeric expressions involving whole numbers. 15. Solve problems involving the commutative, distributive, and associative properties of operations on whole numbers (e.g., (5x7) x2+5x(7x2). 16. Make estimates appropriate to a given situation, and analyze what effect the estimation method used has on the accuracy of results. 17. Identify and express ratios using appropriate notations (i.e., a/b, a to b, a : b), identify equivalent ratios, and explain ratios that represent a given situation.
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6th Grade

1. Select and use appropriate standard units and tools to measure length and angles. Sketch, with given specifications, line segments, angles, triangles, and quadrilaterals. 2. Calculate the perimeter and area of polygons using diagrams, models, and grids or by measuring or using given formulas (may include sketching a figure from its description). 3. Compare and estimate length (including perimeter/circumference), area, and angles (0 to 180 degrees) using appropriate units. 4. Convert length, mass/weight, capacity, and time within the same measurement system.
8th Grade
1. Select and use appropriate standard units and tools to solve measurement problems. 2. Solve problems involving perimeter/circumference and area of polygons, circles, and composite figures using diagrams, models, and grids or by measuring or using given formulas (may include sketching a figure from its description). 3. Compare and estimate length (including perimeter/circumference), area, volume, and angles (0 to 360 degrees) using appropriate units. 4. Solve problems involving the volume or surface area of a right rectangular prism, right circular cylinder, or composite shape using an appropriate formula or strategy. 5. Solve problems involving unit conversions within the same measurement system for length, area, volume and rates (e.g., converting feet/second to yards/minute).
1. Select and use appropriate standard units and tools to measure length, mass/weight, capacity, and angles. 2. Solve problems involving the perimeter and area of a triangle, parallelogram, or irregular shape using diagrams, models, and grids or by measuring or using given formulas (may include sketching a figure from its description). 3. Compare and estimate length (including perimeter), area, volume, weight/mass, and angles (0 to 180 degrees) using referents. 4. Determine the volume of a right rectangular prism using an appropriate formula or strategy. 5. Solve problems involving unit conversions within the same measurement system for time, length, and mass/weight, including compound units. 6. Solve problems involving scale drawings and maps.
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Performance Area Algebra
6th Grade
8th Grade
1. Determine a missing term in a sequence, extend a sequence, and construct and identify a rule that can generate the terms of a given sequence (e.g., 3, 6, 9, is explained by the rule 3n, for n > 1). 2. Write an expression using variables to represent unknown quantities. 3. Evaluate algebraic expressions with up to two whole number variable values (e.g., evaluate 3m + n + 3 when m = 4 and n = 2). 4. Determine a rule having two operations from an input output table (e.g., multiply by 3 and add 2). 5. Select a table of values that satisfies a linear equation, and recognize the ordered pairs on a rectangular coordinate system. 6. Translate between different representations (table, written, or pictorial) or whole number relationships. 7. Identify graphs of inequalities on a number line. 8. Represent problems with equations and inequalities. 9. Solve for the unknown in an equation with one operation (e.g., 8x = 24). 10. Solve word problems involving unknown quantities.
1. Write an expression using variables to represent unknown quantities. 2. Extend a given sequence. 3. Recognize equivalent forms of algebraic expressions. 4. Evaluate algebraic expressions with one or more integer variable values. 5. Translate between different representations (table, written graphical, or pictorial) of whole number relationships. 6. Solve linear equations in one variable. 7. Solve word problems involving unknown quantities.
1. Determine a missing term in a sequence, extend a sequence, and construct and identify a rule that can generate terms of an arithmetic or geometric sequence. 2. Write an expression using variables to represent unknown quantities. 3. Simplify algebraic expressions. 4. Recognize and generate equivalent forms of algebraic expressions. 5. Evaluate or simplify algebraic expressions with one or more rational variable. 6. Recognize, describe, and extend patterns using rate of change. 7. Solve equations in one variable over the rational numbers (e.g., 5x + 7 = -13). 8. Solve word problems involving unknown quantities.
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Performance Area Geometry
6th Grade
8th Grade
1. Classify, describe, and sketch regular and irregular two-dimensional shapes according to the number of sides, length of sides, number of vertices, and interior angles. 2. Identify and describe three-dimensional shapes (cubes, spheres, cones, cylinders, prisms, and pyramids) according to their characteristics (faces, edges, vertices). 3. Solve problems using properties of triangles and quadrilaterals (e.g., sum of interior angles of a quadrilateral is 360 degrees). 4. Identify, describe, and sketch circles, including radius, diameter, and chord. 5. Graph, locate, identify points, describe paths, and lot figures using ordered pairs (first quadrant). 6. Identify, describe, and predict results of reflections, translations, and rotations of two-dimensional shapes. 7. Identify and sketch parallel, perpendicular, and intersecting lines. 8. Identify and sketch acute, right, and obtuse angles. 9. Identify a three-dimensional object from its net. 10. Recognize which attributes (such as shape, perimeter, and area) change or dont change when plane figures are composed, decomposed, or rearranged. 11. Identify congruent and similar figures by visual inspection. 12. Determine if figures are similar, and identify relationships between corresponding parts of similar figures. 13. Determine the distance between two points on a horizontal or vertical number line.
1. Classify, describe, and sketch regular and irregular two-dimensional shapes according to the number of sides, length of sides, number of vertices, and interior angles. 2. Solve problems using properties of triangles and quadrilaterals (e.g., opposite sides of a parallelogram are congruent). 3. Identify, describe, and determine the radius and diameter of a circle. 4. Graph points and identify coordinates of points on the Cartesian coordinate plane (all four quadrants). 5. Represent and identify geometric figures using coordinate geometry. 6. Identify or analyze relationships of angles formed by intersecting lines. 7. Identify and sketch acute, right, and obtuse angles. 8. Solve problems involving complementary and supplementary angles. 9. Describe the difference between congruence and similarity. 10. Determine if figures are similar, and identify relationships between corresponding parts of congruent parts. 11. Determine the distance between two points on a horizontal or vertical number line.
1. Solve area, volume, and surface area problems involving two- and three-dimensional figures. 2. Solve problems that require knowledge of triangle and quadrilateral properties. 3. Find the length of any side of a right triangle using the Pythagorean theorem. 4. Identify, describe, and determine the radius, diameter, and circumference of a circle and their relationship to each other and to pi. 5. Graph points and identify coordinates of points on the Cartesian coordinate plane (all four quadrants). 6. Represent and identify geometric figures using coordinate geometry, including those resulting from transformations. 7. Identify or analyze relationships of angles formed by intersecting lines (including parallel lines cut by a transversal). 8. Solve problems involving vertical, complementary and supplementary angles. 9. Solve problems involving congruent and similar figures. 10. Relate absolute value to distance on the number line. 11. Determine the volume and surface area of solids using an appropriate formula or strategy.
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Performance Area Data Analysis
6th Grade
8th Grade
1. Read, interpret, and make predictions from data represented in a bar graph, line (dot) plot, Venn diagram (with two circles), charts/table, line graph, or circle graph. 2. Compare different representations of the same data. 3. Create a bar graph, chart/table, line graph, or circle graph with common referents for a given set of data. 4. Determine the mode, range, median, and mean given a set of data or a graph. 5. Solve problems involving the probability of a simple event, including representing the probability as a fraction, decimal, or percent. 6. Apply the fundamental counting principle in a simple problem (e.g., How many different 3-digit numbers can be made with the digits 1, 2, and 3?).
1. Read, interpret, and make predictions from data represented in a bar graph, line (dot) plot, chart/table, line graph, circle graph or scatter plot, or histogram. 2. Compare different representations of the same data. 3. Create a bar graph, chart/table or line plot for a given set of data. 4. Determine and use the mode, range, median, and mean to interpret data.
1. Read, interpret, (including possible misleading characteristics), and make predictions from data represented in a bar graph, line (dot) plot, chart/table, line graph, circle graph scatter-plot, stem-and-leaf plot, or histogram. 2. Compare and contrast the effectiveness of different representations of the same data. 3. Create a scatter-plot or stem-leaf plot and solve a problem using the data in the graph. 4. Solve problems involving the probability of a simple or compound event, including representing the probability as a fraction, decimal, or percent. 5. Analyze and apply measures of central tendency (mode, range, median, and mean) in problem-solving situations. 6. Represent all possible outcomes (sample space) for simple or compound events (e.g., tables, grids, tree diagrams). 7. Solve simple problems involving the number of ways objects can be arranged (permutation and combination).
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Science Power Curriculum

The Hawthorn District 73 mission of science instruction is to provide all children the opportunity to study science in a manner that will allow them to observe, analyze, construct models, ask questions, combine logic with imagination, and make rational systematic predictions and explanations to better understand the natural world. The aim of science education is to develop in learners a rich and full understanding of the inquiry process; the key concepts and principles of life sciences, physical science, and earth and space sciences; and issues of science, technology, and society in historical and contemporary contexts. These Power Standards address the strands of life, physical, and earth sciences and are further expanded through the specialized science programs and curriculum maps at each grade level and by every teacher.
Illinois State Standards for Science

Scientific Inquiry State Goal Eleven: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments, and solve problems. A. Know and apply the concepts, principles, and processes of scientific inquiry. B. Apply the concepts, principles, and processes of technological design. Life, Physical and Earth/Space Sciences State Goal Twelve: Understand the fundamental concepts, principles, and interconnections of the life, physical, and earth/space sciences. Life Science A. Apply concepts that explain how living things function. B. Apply concepts that describe how living things interact with each other and with their environment. Physical Science C. Apply concepts that describe properties of matter and energy and the interactions between them. D. Apply concepts that describe force and motion and the principles that explain them. Earth/Space Science E. Apply concepts that describe the features and processes of the Earth and its resources. F. Apply concepts that explain the composition and structure of the universe and Earths place in it.. Relationships Science, Technology, and Society State Goal Thirteen: Understand the relationship among science, technology, and society in historical and contemporary contexts. A. Apply the accepted practices of science. B. Apply concepts that describe the interaction between science, technology, and society.
Technology
A. Students will demonstrate creative thinking, construct knowledge and develop innovative products, processes using technology. B. Students will use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. C. Students will apply digital tools to gather, evaluate, and use information.
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D. Students will use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. E. Students will understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. F. Students will demonstrate a sound understanding of technology concepts, systems and operations.
Science this Year and Beyond

The Hawthorn science curriculum is intended to help students think and problem solve in a scientific manner, possess a sound scientific knowledge base, understand and apply scientific and technical process skills, and understand the relationship between science and technology. This years science grade-level maps for grades K-8 reflect not only the identified Power Standards and Safety Net curriculum, but also the Big Ideas, Enduring Understandings, Essential Questions, and Technology Integration Goals which teachers use to guide their science planning and instruction. Throughout the year, teachers will continue to develop, fine-tune, and implement science standards using the Understanding by Design (UbD) curriculum framework. The UbD framework and Power Standards have led to the use of a variety of materials and resources rather than the selection of one best program or the adoption of a single textbook at any grade level. Hawthorn teachers continually work to utilize the most current materials available in order to provide our students with the highest quality education.
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Science Grades K-2 Kindergarten Characteristics of Living Things, Properties of Objects and Materials, Properties of Earth Materials
Students will understand that... living things have basic needs. living things have different structures with different functions. things can be classified by observable characteristics. data can be summarized on a graph or chart. things can be measured in standard and nonstandard ways. observations can be used to make predictions.
1st Grade Habitats, Solids and Liquids, Sun, Moon, Earth and Seasons
Students will understand that... living things have basic needs to survive. living things meet their needs in different ways. matter has many properties including size, shape, color, state and temperature. the Earths rotation changes its relationships with the sun and moon and affects life on Earth. scientists conduct fair tests to investigate properties of matter. scientists observe and record patterns of change. scientists use patterns to make predictions. 1. 2. 3. 4. How do things change over time? How do organisms meet their needs? How do patterns help us make predictions? What are the characteristics of the sun, moon and Earth? 5. How do fair tests help us in science investigations?
2nd Grade Life Cycles, Sound & Light, Weather and Air
Students will understand that... patterns and cycles can be observed and compared. living things have a life cycle and relationships to their environment. sound and light affect our world scientists use tools to collect data and make predictions through observations about the world around them.
Big Ideas
Essential Questions
1. How do living and non-living things change over time? 2. How do I sort and organize my world? 3. How do I use my senses to classify objects? 4. How are soils the same and/or different? 5. What are earth materials and how do we use them? 6. How do humans interact and respond to their environment through their senses?
1. How do things change over time? 2. How are life cycles of living things alike and different? 3. How are sound and light important to the way we experience life on Earth? 4. How do scientists use tools to collect and record data? 5. How do I use observations to form predictions? 6. How do we use technology in our everyday lives?
1. 2. 3. 4. 5. 6. 7. 8. 9.
Demonstrate basic skills related to the use of technology (keyboarding, word processing, etc.) Illustrate and communicate original ideas using digital tools and media-rich resources. Identify, research and collect data using digital resources and propose developmentally appropriate solutions. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. In a collaborative work group, use a variety of technologies to produce a digital presentation or product. Independently apply digital tools and resources to address a variety of tasks and problems. Communicate about technology using developmentally appropriate and accurate terminology. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and web sites. Know and model ethical, legal and responsible behaviors regarding the use of various technologies.
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Unwrapped Science Standards Grades K-2

Performance Area Power Standards By the end of a grade, students will. . .
Kindergarten
1. Use senses to explore and observe materials and natural phenomena. 2. Use tools such as thermometers, scales, and magnifying glasses for investigation. 3. Investigate and categorize living things in the environment. 4. Show an awareness of changes that occur in themselves and the environment. 5. Describe and compare basic needs of living things. 6. Make comparisons among objects that have been observed. 7. Show an awareness of the effects of forces in nature (e.g., wind, gravity). 8. Describe recycling in their environment. 9. Identify basic concepts associated with night/ day and seasons. 10. Express wonder and ask questions about their world. 11. Begin to be aware of and use technology and understand how it affects their lives. 1. Describe an observed science concept using appropriate senses. 2. Begin guided inquiry, asking questions using prior knowledge and observations. 3. Begin using various tools to gather data, make measurements, and communicate results.
1st Grade
1. Conduct fair tests. 2. Identify what resources and things are essential to life. 3. Describe and compare how organisms depend on each other. 4. Identify and compare properties of solids, liquids, and mixtures. 5. Observe the relationship of the sun, moon, and Earth. 6. Describe changes associated with different seasons. 7. Think, talk, and write clearly about science. 8. Use technology to communicate about science. 1. 2. 3. 4. 5.
2nd Grade
Collect, record and share data over time. Make predictions through observations. Identify, compare and contrast stages of cycles. Compare and contrast different life cycles. Describe why light and sound are important to us. 6. Investigate different forms and patterns of weather. 7. Explain how scientific instruments are used to collect and measure data. 8. Demonstrate awareness of how technology affects their lives.
Scientific Inquiry
1. Conduct guided inquiry following appropriate procedural steps and safety precautions as directed by teacher. 2. Record data assembling pictures to illustrate data, or organizing data on charts, pictographs, tables, or journals. 3. Communicate individual and group results, identifying similar data from others, drawing simple conclusions or suggesting more questions to consider.
1. Describe an observed science event, sequencing processes or steps and choosing/proposing causes or effects based on observations. 2. Collect data for investigations, choosing and using appropriate instruments and units, and recording data on classroom charts, tables, and journals. 3. Sort or modify pictures or drawings that illustrate data. 4. Based on observations, describe the process of a scientific event and identify the cause and effect.
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Unwrapped Science Standards

Performance Area Life Science
Kindergarten
Characteristics of Living Things 1. Classify animals by observable characteristics. 2. Classify animals in more than one way. 3. Communicate ways for grouping animals. 4. Identify animal parts and tell their jobs. 5. Summarize data gained through careful observations.
1st Grade
Habitats 1. Identify what living things need in order to stay alive. 2. Identify natural resources essential to life. 3. Compare the needs of living things. 4. Predict what would happen if change occurred in an organisms habitat. 5. Conduct fair tests to determine an organisms habitat preference.
2nd Grade
Life Cycles 1. Identify stages of simple life cycles. 2. Compare and contrast the stages of life cycles. 3. Compare and contrast characteristics of offspring and parents. 4. Identify the needs of living things in different cycles. 5. Report data using observations over time intervals. 6. Compare structure and functions throughout life cycles. Sound and Light 1. Identify sound as a vibration. 2. Recognize how to make a sound. 3. Discriminate between pitch and volume. 4. Use the design process to make a sound system. 5. Describe why light is important to us. 6. Distinguish between reflection and refraction. 7. Compare how light travels through solids and liquids.
Physical Science
Properties of Objects and Materials 1. Use senses to make observations. 2. Classify objects by observable properties. 3. Classify objects in more than one way. 4. Practice safety rules. 5. Use observations to make predictions. 6. Use non-standard measurements to describe objects.
Solids and Liquids 1. Compare properties of solids and liquids. 2. Classify matter as solid or liquid. 3. Conduct fair tests to investigate the impact of heat on solids and liquids. 4. Summarize and analyze information and knowledge that was gained through careful observation. 5. Identify appropriate instruments to measure mass, temperature and volume. 6. Discover and compare how a measuring tool is used to improve the accuracy of a measurement. Sun, Moon, Earth and Seasons 1. Compare the size of the sun, moon, and Earth. 2. Observe phases of the moon. 3. Observe shadows at different times of day. 4. Connect rotation of the earth to day and night. 5. Describe changes associated with different seasons. 6. Use patterns to make predictions. 7. Identify the telescope as the tool of an astronomer.
Earth/Space Science
Properties of Earth Materials 1. Observe physical properties of earth materials. 2. Classify earth materials by observable properties. 3. Classify earth materials in more than one way. 4. Conduct tests on earth materials. 5. Practice safety rules. 6. Use common weather-related vocabulary (e.g., rainy, snowy, sunny, windy).
Weather and Air 1. Observe, measure, and record weather data. 2. Identify and explain the tools of a meteorologist. 3. Identify the four stages of the water cycle. 4. Describe how to stay safe during severe weather.
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Performance Area
Kindergarten
1st Grade
2nd Grade
Relationships: Science, Technology, and Society
1. Apply the appropriate principles of safety using established classroom safety, order, and cleanliness rules during science inquiry or design investigations. 2. Apply general science rules in all school settings. 3. Describe ways that science and technology are found in real-world situations. 4. Describe ways that technologies make life and work easier. 1. Identify and reduce potential hazards in science activities. 2. Identify and demonstrate proper use of laboratory equipment.
1. Apply scientific habits of mind valuing the importance of recording scientific data accurately and honestly in inquiry and design investigations. 2. Compare observations by different students observing the same activity and propose reasons for differences in observations. 3. Apply the use of appropriate scientific tools in inquiry or design investigations using instruments for measuring length and temperature. 1. Identify and eliminate potential hazards in science activities. 2. Identify and demonstrate proper use of safe science practices in the classroom.
1. Apply appropriate safety principles in classroom and home situations (e.g., refrain from tasting unknown substances, mapping pathways at home/school in case of fire). 2. Generate possible scientific questions for further study.
Safety and Practices of Science
1. Identify and eliminate potential hazards in science activities. 2. Identify and demonstrate proper use of safe science practices in the classroom.
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Science Grades 3-5 3rd Grade Prairie Ecosystems, Magnets & Electricity, Introduction to Astronomy
Students will understand that. . . adaptations help prairie organisms fulfill their roles in the ecosystem. humans have impacted the prairie ecosystem. magnetism and electricity have identifiable properties. the sun, its planets and their satellites make up our solar system. the Earths movements and their effects are predictable and can be used to describe daily patterns that we observe. scientists use various instruments to measure and investigate data. 1. What adaptations do prairie organisms have which help them fulfill their roles in the ecosystem? 2. How do our energy source choices impact society? 3. What are the characteristics of magnets and electricity? 4. What are the parts and predictable movements of our solar system? 5. How and why do scientists conduct fair tests? 6. How do the parts of a system work together? 7. How can we use technology to enhance our study of science?
Big Ideas
4th Grade Comparison of Ecosystems, Force & Motion, Earths Dynamic Spheres
Students will understand that. . . features of ecosystems vary. living organisms adapt over time. there are relationships between forces and motion. Earths features change over time. technology has impacted our study of systems. scientists follow and utilize the steps of the scientific method to control variables while conducting inquiries. conservation of resources impacts the health of our world. 1. How is the scientific method used in an investigation? 2. How do interactions cause change in systems? 3. How do relationships among organisms in diverse ecosystems compare? 4. How do humans impact the ecosystems? 5. Are all motions the same? 6. What is the relationship between force and motion? 7. What are the forces that change Earth features? 8. How does human intervention change the landscape of the Earth? 9. How can we use technology to enhance our study of science?
5th Grade Structure and Function of Living Things, Matter, Dynamic Inner Earth Geologic Plates, Earthquakes, Catastrophic Events
Students will understand that. . . scientific method is used to organize and perform experiments. matter has structure (atoms, molecules, elements and compounds). rocks are formed and transformed within the rock cycle. plate tectonics form and change the Earths surface. cells have specific structure and function. scientific and technological tools aid in collecting data for experiments and investigations. living things have organized systems. dynamic forces within the Earth create change. 1. How does the scientific method enhance the effectiveness of experiments? 2. How are atoms, molecules, elements and compounds related? 3. How do physical and chemical properties of matter affect its state? 4. How have scientific theories impacted the way we understand the Earths movements? 5. How do plate tectonics change the Earth and its landforms? 6. What are the different phases of the rock cycle and how do they connect to each other? 7. How are plant and animal cells similar and different? 8. In what way does photosynthesis play a vital role in life? 9. How can we use technology to enhance our study of science?
Essential Questions
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1. 2. 3. 4. 5. 6. 7. 8. 9.
Produce media-rich digital presentations. Recognize bias in digital resources while doing research with guidance from teachers. Select and apply digital tools to collect, organize and analyze data. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. Identify and investigate global issues and generate possible solutions using digital tools and resources. Conceptualize, guide and manage individual or group-learning projects using digital planning tools with teacher support. Understand the effect of existing and emerging technologies on individuals, society and the global community. Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems. Know and model ethical, legal and responsible behaviors regarding the use of various technologies.
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Unwrapped Science Standards Grades 3-5

3rd Grade
1. Understand the process of scientific inquiry. 2. Identify the roles and relationships of organisms within a prairie ecosystem. 3. Identify structures of organisms and describe their functions in a prairie ecosystem. 4. Identify properties of magnetism and electricity. 5. Compare and contrast ways to make and conserve electricity. 6. Compare characteristics of the planets. 7. Understand the predictable movements of the solar system and the effect they have on the planets. 8. Understand and demonstrate the uses of scientific instruments to measure, investigate, and report data. 9. Investigate human impact on prairie ecosystems. 10. Compare a variety of energy sources. 1. 2. 3. 4.
4th Grade
Conduct controlled experiments. State problems in an experiment. Explain data using visuals and technology. Practice the scientific process (purpose, research, hypothesis, experiment, analysis, conclusion). 5. Use the design process to solve a problem. 6. Describe the flow of energy within ecosystems. 7. Identify adaptations that are characteristics to specific ecosystems. 8. Identify the tradeoff between distance and force when using simple machines. 9. Investigate factors that impact the formation of the Earths surface. 10. Describe the effect of human impact on the Earths features. 11. Report the effect of conservation and management practices. 12. Investigate how human intervention changes the landscape of our world. 1. 2. 3. 4. 5. 6. 7.
5th Grade
Analyze scientific processes. Collect qualitative and quantitative data. Living things have organized systems. Form conclusions based on data. Classify and compare the complexity of microorganisms. Describe how man manipulates physical and chemical changes. Describe how theories about our dynamic earth change over time and how scientists use evidence to support theory. Describe how needs lead to advances in science and technology. Describe how technological advances and contributions that men and women have made have increased our understanding of science.
8. 9.
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Performance Area Scientific Inquiry
3rd Grade
1. Describe an observed (cause and effect) experience or situation using appropriate attributes, units, and tools. 2. Brainstorm possible questions for investigation, prioritizing questions for inquiry, wording questions into appropriate hypotheses, choosing the procedural steps, and creating data collection formats to address selected hypotheses. 3. Collect data from inquiry investigations selecting and using the appropriate data-gathering instruments, or measurable units, and reading and recording data into student-created tables, charts, or journals. 4. Display and analyze results of a design investigation, summarizing individual data patterns, constructing reasonable and accurate explanations of data, and identifying why different designs can accomplish the same effect.
4th Grade
1. Conduct inquiry investigation collecting quantitative and qualitative data from trials using applicable metric units, observing appropriate and necessary safety precautions, and validating data for accuracy. 2. Construct charts and visualizations to display data choosing appropriate display media for data analysis, and incorporating available/appropriate technology. 3. Follow the steps of the scientific method: Purpose, hypothesis, procedure, and explanation, presenting the results of observations and explanations orally and in written format, or generating further questions for investigation to verify or refute hypotheses or explanations. 4. Test experiments through multiple trials in order to assess the results and effectiveness of the design and noting possible sources of error. 5. Draw conclusions from experimental data in order to accept or refute the hypothesis. 6. Recognize the necessity of controlled variable in inquiry and design investigations. Apply scientific habits of mind, identifying faulty procedural steps, which could cause different results, record observations accurately and honestly, generate questions and strategies to test science concepts using critical and creative thinking.
5th Grade
1. Construct an inquiry hypothesis and conduct a scientific inquiry investigation observing safety precautions and following procedural steps accurately over multiple trials. 2. Collect data using available technologies and organize and display data determining the most appropriate visualization strategies for collected data, or using graphs (i.e., double bar, double line, stem and leaf plots) and technologies. 3. Analyze data to produce reasonable explanations and communicate analysis and conclusions from investigation orally and in writing for peer review. 4. Identify an innovative technological design from ordinary surroundings or circumstances, construct selected innovation sketching design, proposing logical sequence of steps for construction or completing assembly or innovation. 5. Prepare oral and written investigation conclusions and generate alternative design modifications, which can be tested from original investigated question.
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3rd Grade
Introduction to Prairie Ecosystem 1. Identify roles of and classify organisms within a prairie ecosystem. 2. Build simple food chains and food webs. 3. Analyze relationships in the prairie ecosystem (e.g., predator/prey, parasite/host, parent/offspring) 4. Describe the flow of energy within a prairie ecosystem. 5. Compare and contrast cycles of prairie organisms. 6. Identify structure of organisms and describe their functions in a prairie ecosystem. 7. Conduct fair tests to investigate ideal conditions for seed germination and observe dispersal mechanisms. 8. Describe how humans impact prairies in positive and negative ways. Magnets and Electricity 1. Conduct fair tests to identify conductors and insulators. 2. Classify materials as conductors and insulators. 3. Describe places where conductors and insulators are used. 4. Identify the parts of a circuit. 5. Describe why a circuit is a system. 6. Build and compare different kinds of circuits. 7. Apply knowledge of circuitry to design projects. 8. Compare and contrast ways to make electricity. 9. Classify materials that are or are not attracted to magnets. 10. Predict what will happen if poles are brought together. 11. Identify ways to conserve electricity.
4th Grade
Comparison of Ecosystems 1. Classify and compare roles of organisms within diverse ecosystems. 2. Build food chains and food webs. 3. Compare and contrast predator/prey relationships. 4. Describe the flow of energy within ecosystems. 5. Compare and contrast cycles of organisms. 6. Compare structures of organisms and describe their functions in ecosystem. 7. Identify adaptations that are characteristic to specific ecosystems. 8. Describe how humans impact ecosystems. 9. Compare and contrast biomes.
5th Grade
Characteristics of Living Things (Structure and Function) 1. Identify cells as the building blocks of living things. 2. Describe how cells work together to keep organisms alive. 3. Compare the structure and function in animal and plant cells. 4. Conduct controlled investigations on photosynthesis. 5. Classify and compare the complexity of microorganisms. 6. Describe how needs lead to advances in science and technology. 7. Identify contributions of individuals in the study of microorganisms. 8. Describe technological advances that have increased our understanding of microorganisms. Structure and Function of Matter 1. Identify the atom as the basic unit of matter. 2. Describe the relationship between atoms, molecules, elements and compounds. 3. Predict how interactions of energy and matter affect changes in state. 4. Identify physical and chemical properties of matter. 5. Compare physical and chemical changes. 6. Describe how man manipulates physical and chemical changes. 7. Practice safety procedures in the science lab. 8. Conduct and analyze a controlled experiment to investigate the properties of matter.
Physical Science
Force and Motion 1. Identify forces as pushes and pulls. 2. Describe the relationships between force and motion. 3. Compare different kinds of forces. 4. Predict how changing forces can affect motions. 5. Describe what simple machines do. 6. Identify the trade-off between distance and force when using each simple machine. 7. Conduct controlled investigations of relationships between force and motion. 8. Use appropriate instruments to measure force.
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Performance Area Earth/Space Science
3rd Grade
Introduction to Astronomy 1. Compare and contrast the seasons in terms of the earths tilt and path around the sun. 2. Observe the apparent motion of the sun and stars. 3. Describe the Earths movements using rotation and revolution. 4. Record daily patterns that help us explain movement of sky objects. 5. Construct a scale model of the solar system. 6. Identify where Earth is located in the solar system. 7. Describe characteristics of the planets. 8. Identify the tools that astronomers use.
4th Grade
Earths Dynamic Spheres 1. Describe forces that change the Earths features. 2. Compare weathering and erosion. 3. Describe the effect of glaciations on the Earths features. 4. Conduct controlled investigations to identify factors that impact the formation of the Earths features. 5. Summarize the water cycle. 6. Describe how weather conditions change land features. 7. Compare land features in different regions relating the features to the kinds of weather. 8. Describe the effect of human impact on the formation of earth features. 9. Report the effects of conservation and management practices.
5th Grade
Dynamic Inner Earth (Geologic plates, earthquakes, catastrophic events) 1. Describe how Earths inner heat impacts changes in the earths surface. 2. Describe how Earths features are formed. 3. Identify catastrophic events that occur as a result of plate tectonic movements. 4. Describe how catastrophic events impact humans. 5. Describe the rock cycle. 6. Compare and contrast igneous, metamorphic, and sedimentary rocks. 7. Conduct controlled investigations to determine factors that impact crystal size. 8. Identify individuals who have contributed to our understanding of plate movements. 9. Describe how theories change over time. 10. Describe how scientists use evidence to support theory. 11. Graph and analyze patterns of catastrophic events to draw inferences about plate movements.
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Performance Area Science, Technology and Society
3rd Grade
1. Apply the appropriate principles of safety, identifying materials, equipment, and safety rules that apply in inquiry and design investigation. 2. Follow established procedures for simple investigations, including appropriate equipment and clean-up requirements. 3. Apply scientific habits of mind, comparing data sets from classroom observations and timed intervals. 4. Summarize knowledge that was gained through careful observations, generating questions and strategies to test science concepts using critical and creative thinking. 5. Define and identify hypotheses and predictions. 6. Research past, present, and projected future influences of science and technology in job skills, hobbies, and home applications.
4th Grade
1. Apply the appropriate principles of safety, identifying tools and proper steps for use of scientific equipment, using equipment and materials in a safe and proper manner when conducting inquiry design investigations. 2. Recognize the necessity of controlled variables in inquiry and design investigations. 3. Apply scientific habits of mind, identifying faulty procedural steps which could cause different results, record observations accurately and honestly, generate questions and strategies to test science concepts using critical and creative thinking. 4. Compare and contrast the interactions of technology in science and societal situations, as well as the risks and benefits in historical and current physical environmental settings. 5. Investigate ways that technology has changed local, national or global environments. 6. Apply uses of scientific technologies in scientific investigations and innovations comparing tools for measuring, collecting and recording data for accuracy and precision, and examining how to care for animals in these investigations. 1. Identify and eliminate potential hazards in science activities. 2. Identify and demonstrate proper use of laboratory equipment.
5th Grade
1. Identify and use proper safety procedures for preparation, process and conclusion of science investigations to minimize safety hazards. 2. Explain why similar investigations should but may not produce similar results. 3. Apply scientific technologies (use of the microscope) collecting, storing, retrieving, and communicating data in classroom research and investigations. 4. Associate the interactions of societal decisions in science and technology innovations to explain different perceptions about discoveries, innovations, and trends in places, events, and regions. 5. Investigate the interactions of societal decisions in science and technology innovations and discoveries to describe the changes in tools, careers, resource use and productivity over the centuries.
1. Identify and eliminate potential hazards in science activities. 2. Identify and demonstrate proper use of laboratory equipment.
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Science Grades 6-8 Big Ideas 6th Grade Interactions and Changes within Living Things, Force, Motion, and Change, Astronomy
Enduring Understandings Students will understand that. . . there is a relationship between force and motion. the universe has composition and structure. Earth has its place in the universe. living things function and adapt in diverse environments.
7th Grade Diversity of Life Cycles, Energy Transfer, Atmospheric Systems

Students will understand that. . . biotic and abiotic factors interact with an environment. energy is an integral part of a system. a cells structure determines its function. genetics is the basis of change and variety in living organisms. weather systems are dynamic and ever-changing. scientists use technological design to solve problems.
8th Grade Interactions Between Matter and Energy

Students will understand that. . . scientists ask questions based on their investigations and these questions can lead to new investigations. living organisms are made of the same components as all other matter, involve the same kinds of transformations of energy, and utilize the same basic kinds of forces. all matter has characteristics, chemical and physical, which can be described, and various quantities, which can be compared with a variety of tools. as energy is transferred or transformed its changes are measurable. the world is continually impacted by the interrelationship of science and technology. 1. How do scientists develop and perform a scientific investigation? 2. How does the structure of matter affect its properties and behaviors? 3. How can the Periodic Table help us understand the relationship between matter and energy? 4. How can we recognize the changes in energy? 5. How has technology influenced the way people live? 6. How can I use technology to support and communicate my understanding of science.
Essential Questions
1. How do organisms physical features and behavior help them survive in their environment? 2. How do Newtons laws apply to everyday life? 3. What factors affect gravitational force? 4. What is the role of gravitational forces in the solar system? 5. How did the universe come into existence? 6. How can I use technology to support and communicate my understanding of science.
1. How do relationships impact cycles? 2. What are the biotic and abiotic factors that influence an ecosystem? 3. How are the characteristics of living things determined? 4. How do interactions of matter and energy help explain cell processes? 5. How have climate and weather patterns changed over time? 6. How is energy transformed from one form to another in biotic and abiotic examples? 7. How can I use technology to support and communicate my understanding of science.
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1. Develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits and productivity. 2. Gather data, examine patterns, and apply information for decision making using digital tools and resources. 3. Participate in cooperative learning projects in online learning communities. 4. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content. 5. Employ data-collection technology to gather, view, analyze and report results for content-related problems. 6. Select and use the appropriate tools and digital resources to accomplish a variety of tasks to solve problems. 7. Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. 8. Integrate a variety of file types to create and illustrate a document or presentation. 9. Independently develop and apply strategies for identifying and solving routine hardware and software problems. 10. Know and model ethical, legal and responsible behaviors regarding the use of various technologies.
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Unwrapped Science Standards Grades 6-8

6th Grade
1. Analyze and appropriately use the scientific process and technology in experiments. 2. Explain how changes in form and structure are related to changes in the environment. 3. Describe adaptive, competitive, and survival potential of organisms including the future impact of human environmental changes. 4. Provide everyday examples of Newtons Law of Motion and investigate factors that affect forces including size, mass, and distance. 5. Compare and contrast planetary characteristics. 6. Investigate life cycle and characteristics of stars. 7. Describe the dominant theory explaining the origins of the universe. 8. Explain effects of interactions among the Sun, Earth, and Moon. 9. Understand the importance of technology for survival on Earth and in space.
7th Grade
Units are rotated to maximize equipment 1. Analyze and appropriately use the scientific process and technology in experiments. 2. Analyze and report results using qualitative and quantitative data. 3. Research and analyze the impact of human activity on biodiversity. 4. Compare and contrast sexual and asexual reproduction. 5. Analyze biotic and abiotic data from a habitat. 6. Explain the structure of DNA on an introductory level. 7. Relate the interaction of matter and energy to cell processes: photosynthesis, fermentation, and respiration. 8. Describe chemical changes that occur in the atmosphere and within cells. 9. Relate interactions of matter and energy to atmospheric conditions. 10. Provide examples of how the suns energy is transferred in systems. 11. Investigate the impact of conservation practices on environmental issues. 12. Investigate the implications of on-going change to the Earths atmosphere (global warming).
8th Grade
Units are rotated to maximize equipment 1. Conduct experiments with manipulated and responding variables. 2. Create a proposal for a design investigation and conduct a technological design test. 3. Investigate and explain situations in which limiting factors of ecosystems are disrupted. 4. Investigate the environmental effect of introducing a substance that causes biological harm to the ecosystem. 5. Investigate the structure and function of sensory systems. 6. Compare and contrast the relationship of energy changes to matter on molecular/atomic levels. 7. Demonstrate and discuss how forces affect motion. 8. Predict and discuss factors that influence the relative motion of an object. 9. Apply principles of forces and motion to design technology. 10. Explain how energy can be converted from one form to another. 11. Investigate the role of aquifers and aquatards in groundwater contamination. 12. Study the impact of water treatment on human health. 13. Analyze the economic, environmental, political, and social issues surrounding an environmental problem.
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Performance Area Scientific Inquiry
6th Grade
1. Formulate hypotheses generating if-then, cause-effect statements and predictions, or choosing and explaining selection of the controlled variables. 2. Design and conduct a complete scientific investigation: - incorporate appropriate safety precautions, available technology and equipment, - collect and organize data accurately, using consistent measuring and recording techniques and documentation, - interpret and represent results of analysis to produce findings in the data set. 3. Formulate proposals for technological designs which model or test scientific principles, generating investigation ideas to apply curricular science principles: - incorporate the safety and procedural guidelines into the construction plan, - collect and organize data accurately, using consistent measuring and recording techniques, - interpret and represent results of analysis to produce findings and propose discrepancies in the data set, - communicate the results orally and in writing. 4. Generate additional design modifications, which can be tested later. 5. Use scientific processes to carry out controlled investigations. 6. Demonstrate how keeping accurate data, comparing results with those of others, and analyzing conclusions can improve the validity of scientific data. 7. Develop strategies to improve the validity of scientific data.
7th Grade
1. Formulate hypotheses generating an if-then, cause-effect premise, differentiating qualitative and quantitative data and their applicability, using conceptual, mathematical, or physical models. 2. Preview existing research as primary reading sources. 3. Design and conduct an inquiry investigation which addresses a proposed hypothesis, including: - determine choice of variables, - prepare data-collecting format, - incorporate all procedural and safety handling directions, - choose applicable metric units of measurement with estimated scale and range of results for student-generated data tables, - conduct sufficient multiple trials. - record all necessary data and observations objectively. 4. Interpret and represent analysis of results to produce findings and analyze observations and data which may support or refute inquiry hypothesis. 5. Identify an important historic innovation or model of technological design.
8th Grade
1. Formulate and test hypotheses generating an if-then, cause-effect premise, differentiating qualitative and quantitative data and their applicability, using conceptual, mathematical, or physical models. 2. Preview existing research as primary reading sources. 3. Design and conduct inquiry investigations which address proposed hypothesis, including: - select associated research, - determine choice of variables, - prepare data-collecting format, - incorporate all procedural and safety handling directions, - choose applicable metric units of measurement with estimated scale and range of results for student-generated tables, - conduct sufficient multiple trials, - record all necessary data and observations objectively. 4. Interpret and represent analysis of results to produce findings and analyze observations and data, which may support or refute inquiry hypothesis. 5. Explore explanations of unexpected results when evaluating data. 6. Collect and record data accurately, representing results of analysis by graphing data according to design criteria. 7. Report and defend the findings of issue investigation in oral and written final reports. 8. Generate further questions or issues for consideration or evaluate other resolutions for consideration in an investigation. 9. Formulate a proposal for design investigation and create and conduct a complete technological design test.
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6th Grade
Interactions within Living Things 1. Understand and utilize classification systems. 2. Compare and contrast the functions of various animal structures. 3. Hypothesize and investigate how changes in form and structure are related to change in the environment. 4. Describe adaptive, competitive, and survival potential of organisms. 5. Investigate how organisms have changed over time. 6. Examine the fossil record. 7. Predict how changes humans have made to the environment may impact adaptations of organisms in the future.
7th Grade
Diversity of Life Cycles 1. Identify and compare an ecosystems biotic and abiotic factors. 2. Analyze biotic and abiotic data from habitats to biomes. 3. Analyze how biodiversity within ecosystems is related to the level of ecological health. 4. Describe how energy is transferred from one organism to another. 5. Analyze structure and function in organisms. 6. Apply knowledge of structure and function to a design project. 7. Analyze cell structure, function and processes. 8. Compare and contrast sexual and asexual reproduction. 9. Compare characteristics of organisms produced by a single parent and those produced by two parents. 10. Explain the role of chromosomes in sex determination. 11. Explain why each organism is unique due to its genetic code. 12. Explain the structure of DNA on an introductory level.
8th Grade
Interactions of Life and Other Sciences 1. Identify the elements and compounds necessary for life. 2. Investigate how living systems are impacted by an imbalance of elements. 3. Analyze how the ecological health of the environment can be impacted by human activity. 4. Explain what would happen if normal limiting factors of an ecosystem were disrupted. 5. Compare the similarities of waterborne pathogens on human health. 6. Investigate the structure and function of the eye. 7. Describe the biochemical role of the retina transforming light into electrical energy sent to the brain. 8. Explore how our senses are used to help us learn.
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Performance Area Physical Science
6th Grade
Force, Motion, and Change 1. Provide everyday examples of Newtons Laws of Motion. 2. Investigate factors that affect the gravitational forces on an object (e.g., size, mass, distance). 3. Apply Newtons Laws to safety practices and technological advances. 4. Apply Newtons Laws to design projects. 5. Identify the factors that determine an objects orbital motion.
7th Grade
Energy Transfer 1. Explain how energy interacts with matter. 2. Provide examples of how different types of energy are transformed in various situations. 3. Relate the interactions of matter and energy to cell processes photosynthesis, fermentation, and respiration. 4. Describe chemical changes that occur within cells. 5. Conduct controlled experiments to investigate cell processes. 6. Explain means of heat transfer within a system: conduction, convection and radiation. 7. Relate the interactions of matter and energy to atmospheric conditions. 8. Describe chemical changes that occur in the atmosphere.
8th Grade
Interactions of Physical and Other Sciences 1. Apply physical and chemical properties to separation and identification of matter. 2. Explain how protons affect the identity of an element, how neutrons affect an elements stability and how electrons affect the elements reactivity. 3. Compare and contrast the relationship of energy changes to matter on a molecular/atomic level. 4. Distinguish between acids and bases while examining the role of pH. 5. Demonstrate and discuss how forces, like friction, can impact motion. 6. Measure the use of energy in systems in terms of work, power and efficiency. 7. Utilize Newtons second law of motion to compare the interaction of force, mass and the resulting acceleration. 8. Apply principles of forces and motion to design technology. 9. Investigate the behavior of light.
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Performance Area Earth/Space Science
6th Grade
Astronomy 1. Describe the effect of gravitational forces on the solar system. 2. Describe the effects of gravity on tides. 3. Compare the gravity of each planet. 4. Compare the surfaces and atmospheric conditions of planets. 5. Describe the size and composition of planets. 6. Recognize the orbits of comets and planets. 7. Use scale models to compare relative size and distance of planets. 8. Describe the life cycle of the stars. 9. Compare and contrast chemical and physical characteristics of the stars. 10. Identify the simple constellations. 11. Describe the dominant theory that explains the origins of the universe. 12. Identify the importance of technology in space survival. 13. Describe how the tilt of the Earth relative to the Sun causes seasons. 14. Recognize that the position of the Sun, Moon, and Earth creates moon phases and eclipses.
7th Grade
Atmospheric Systems 1. Investigate the implications of ongoing changes to the Earths atmosphere (global warming). 2. Explain climatic conditions given the geography of the area. 3. Investigate the impact of conservation practices on environmental issues. 4. Analyze and interpret weather data to predict short and long term weather patterns.
8th Grade
Interactions of Earth/Space Science and Other Sciences 1. Investigate the role of aquifers and aquatards in ground water contamination. 2. Distinguish between permeable and impermeable rock. 3. Utilize pollution plumes to infer the source of contamination. 4. Study the impact of water treatment systems. 5. Create trade-offs by analyzing the economic and environmental facets of an issue.
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Performance Area Science, Technology, and Society
6th Grade
1. Suggest how societal influences have affected scientific inquiry positively and negatively. 2. Apply scientific technologies, incorporating technology and software into classroom research, investigations, and contextual studies. 3. Compare public perceptions about the costs and impact of pure science research and applied science solutions. 4. Report the process and results using available technologies for presentations. 5. Develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. 6. Use content-specific tools, software, and simulations to support learning and research.
7th Grade
1. Apply appropriate principles of safety in the classroom and lab environment. 2. Demonstrate ethical care of organisms in the classroom. 3. Explore scientific technologies in life, environmental, physical, Earth and space sciences, identifying advances in the past century. 4. Use content-specific tools, software, and simulations to support learning and research.
8th Grade
1. Explain and apply the basis of safety practices and procedures. 2. Collect mathematical data accurately for scientific analysis. 3. Examine evidence in order to distinguish between fact and opinion. 4. Explore interaction between natural use, technological development and its ecosystem impact. 5. Trace the path of discovery over the role of pathogens and human health. 6. Analyze issues based scenarios by carefully examining the advantages and disadvantages of proposed solutions. 7. Examine various ways that science has impacted our history in positive and negative ways. 8. Use content-specific tools, software, and simulations to support learning and research. 1. Identify and eliminate potential hazards in science activities. 2. Identify and demonstrate proper use of laboratory equipment.
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Notes/Updates
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Social Studies Power Curriculum

The Hawthorn District 73 mission of social studies instruction is to provide every child the opportunity to acquire knowledge, skills, and the beliefs and values needed for competent participation in social, political, and economic life. Furthermore it should prepare students for the further study of social studies and related disciplines. Power Standards and the Safety Net curriculum for social studies follow. These Power Standards, Enduring Understandings, and educational goals for all students are based upon and aligned with the Illinois State Standards and the National Council of the Social Studies (NCSS), and reflect five strandspolitical science, economics, history, geography, and social science or global education. These Essential Learning Standards are further expanded through the specialized social studies programs and curriculum maps at each grade level and by every teacher.
Illinois State Standards for Social Studies

Political Science State Goal Fourteen: Understand political systems, with an emphasis on the United States. A. Understand and explain basic principles of the United States government. B. Understand the structures and functions of the political systems of Illinois, the United States and other nations. C. Understand election processes and responsibilities of citizens. D. Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. E. Understand United States foreign policy as it relates to other nations and international issues. F. Understand the development of United States political ideas and traditions. Economics State Goal Fifteen: Understand economic systems, with an emphasis on the United States. A. Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services. B. Understand that scarcity necessitates choices by consumers. C. Understand that scarcity necessitates choices by producers. D. Understand trade as an exchange of goods or services. E. Understand the impact of government policies and decisions on production and consumption in the economy. History State Goal Sixteen: Understand events, trends, individuals and movements shaping the history of Illinois, the United States, and other nations. A. Apply the skills of historical analysis and interpretation. B. Understand the development of significant political events. C. Understand the development of economic systems. D. Understand Illinois, United States and world social history. E. Understand Illinois, United States and world environmental history. Geography State Goal Seventeen: Understand world geography and the effects of geography on society, with an emphasis on the United States. A. Locate, describe and explain places, regions, and features on the Earth. B. Analyze and explain characteristics and interactions of the Earths physical systems. C. Understand relationships between geographic factors and society. D. Understand the historical significance of geography.
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Social Science State Goal Eighteen: Understand social systems, with an emphasis on the United States. A. Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions. B. Understand the roles and interactions of individuals and groups in society. C. Understand how social systems form and develop over time. Technology A. Students will demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology B. Students will use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. C. Students will apply digital tools to gather, evaluate, and use information. D. Students will use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. E. Students will understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. F. Students will demonstrate a sound understanding of technology concepts, systems and operations.
Social Studies this Year and Beyond

This years social studies grade level maps for grades K-8 reflect not only the identified Power Standards and Safety Net curriculum, but the Big Ideas, Enduring Understandings, Essential Questions, and Technology Integration Goals which teachers use to guide their planning and instruction. Throughout the year, teachers will continue to develop, finetune, and implement the social studies standards using the Understanding by Design (UbD) curriculum framework. The UbD framework and Power Standards have led to the use of a variety of materials and resources rather than the selection of one best program or the adoption of a single textbook at any grade level. Hawthorn teachers continually work to utilize the most current materials available in order to provide our students with the highest quality education.
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Social Studies Grades K-2 Kindergarten All About Me

Students will understand that. . . there are rules and responsibilities as a member of a group. rules and laws have consequences. people have different viewpoints. people have different roles or jobs. events occur in an order or sequence.
Big Idea
1st Grade Understanding the Family

Students will understand that. . . rules and responsibilities are related to our lives. important events and people affect all our lives. relationships exist between where you live and work. family life is similar around the world. people experience conflict in their daily lives and must find ways to manage it.
2nd Grade The Community

Students will understand that. . . we are members of many different communities. communities are governed by rules and laws. people in communities make decisions, solve problems and help each other. communities reflect the various cultures in their home, school and town/village. all places can be defined geographically. a map uses cardinal directions and symbols to represent places. individuals, households, businesses and the government help shape our economy. environments are influenced by needs and cultures. 1. What community, city, county, state and country do you live in? 2. What makes a community? 3. How do responsible citizens contribute to our communities? 4. How do towns/villages/communities reflect our past? 5. How are places defined spacially, geographically and culturally? 6. Why are maps important and what are they used for? 7. What is an environment? 8. How do people interact with and change their environment (positively and negatively)?
Essential Questions
1. 2. 3. 4.
Who am I? How am I like or different from others? How do rules and laws affect me at school? What information is important for me to learn and remember about myself? Why is it important?
1. How are families similar and different around the world? 2. How do rules and laws affect you at home and school? 3. What is conflict and how can you resolve it? 4. Why are consequences important for learning?
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1. 2. 3. 4. 5. 6. 7. 8. 9.
Demonstrate basic skills related to the use of technology (keyboarding, word processing, etc.). Illustrate and communicate original ideas and stories using digital tools and media-rich resources. Identify, research and collect data on current issues using digital resources and propose developmentally appropriate solutions. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. In a collaborative work group, use a variety of technologies to produce a digital presentation or product. Independently apply digital tools and resources to address a variety of tasks and problems. Communicate about technology using developmentally appropriate and accurate terminology. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and web sites. Know and model ethical, legal, and responsible behaviors regarding the use of various technologies.
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Unwrapped Social Studies Standards Grades K-2

Kindergarten
1. Explain rules and responsibilities they must follow. 2. Demonstrate the ability to work with others, respect the rights and diversity of others, and show empathy. 3. Recall information about the immediate past. 4. Know and describe where they live. 5. Have knowledge of maps and globes.
1st Grade
1. Explain why rules are important. 2. Determine their families rules. 3. Understand how rules and responsibilities relate to their lives. 4. Be aware that each of us belongs to a family and recognize that families vary. 5. Describe examples of making economic choices and explain how their choices affect them. 6. Describe how a good education can prepare people for the world of work and explain how the money from work is used for the exchange of goods and services. 7. Compare and contrast family life in various places in the world and in history. 8. Recognize that their familys traditions and celebrations today are influenced by their past. 9. Explain ways that families depend on each other and their environment to meet their needs. 10. Explain social relationships between families and other groups of people (e.g., father, cousin, employer, friend) to which people belong. 11. List the ways their family is special.
2nd Grade
1. Distinguish between rules and responsibilities. 2. Discuss the purposes of rules and laws and the consequences of breaking them. 3. Demonstrate what it means to be a responsible citizen. 4. Explain how communities work together to meet basic needs. 5. Explain why and how various people earn a living. 6. Explain special concepts of location, distance, direction and connections between places. 7. Name ways in which people modify the physical environment; ways in which people adapt to various environments; and describe how various cultures influence the way people live. 8. Describe aspects of our community that reflect its cultural heritage. 9. Give examples of language, traditions, and artifacts that represent the community.
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Unwrapped Social Studies Standards

Performance Area Political Systems
Kindergarten
1. Name rules and responsibilities students have at home, in school, and in public places. 2. Understand who makes rules at home. 3. Describe rules that help students treat each other fairly. 4. Demonstrate ways students help each other (e.g., taking turns, sharing). 5. Describe a person who provides positive leadership for others at home, school, and community. 6. Discuss a problem and decide what to do. 1. Understand that people work to satisfy their needs and wants (food, clothing, and shelter). 2. Describe the jobs students do at home. 3. Identify workers students see at school. 4. List things you want and label them as wants. 5. Identify exchanges you have made with and without money. 1. Know your birthday. 2. Know the dates and understand meanings of important holidays. 3. Place a series of events that happened in your lifetime in the order they happened.
1st Grade
1. Explain the difference between rules and responsibilities. 2. Describe why rules and responsibilities are required in order to keep people safe. 3. Create rules and responsibilities which could apply to students lives at home or school. 4. Organize and participate in a vote over a problem your class wants to resolve. 5. Explain why majority rule is used in group decision-making.
2nd Grade
1. Discuss a situation in your town/village/community that illustrates people being responsible in their duties or jobs. 2. Demonstrate and explain respectful expression of ideas. 3. Identify and demonstrate the behaviors of a good citizen (i.e., recycling, being honest). 4. Identify community leaders and the services they provide.
Economics
1. Describe jobs students do at home or in school. 2. Describe the jobs that family members do at home or in the community. 3. Identify a choice students have made when buying a good or service. 4. List and classify goods as needs and wants. 5. Make a choice between two items and explain decision. 1. Know the birthdays of people important to you. 2. Create a timeline of holidays and special occasions that your family celebrates. 3. Explain one of your familys traditions. 4. Compare how your familys traditions are similar to your classmates. 5. Identify a family tradition from another culture and compare it to your own and those of your classmates. 6. Understand why families move. 7. Understand that families change in size and explain how this affects their lives.
1. Match workers in the community to the goods and services they perform and produce. 2. Identify public goods and services that students or families use. 3. Discuss how money flows between businesses and households (e.g. salary and income).
History
1. Identify key individuals and events in the development of the local community (i.e., names of parks, streets, public buildings). 2. Identify and describe a local historical monument or place. 3. Describe how people within our community made a living in the past. 4. Explain how people made choices to survive and improve their lives in the past. 5. List examples of past traditions found within the local community. 6. Explain a myth, legend or story that people told long ago to describe somebody or something that took place in the community. 7. Discuss how communities change.
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Performance Area Geography
Kindergarten
1. Know where you live. 2. Describe where you live. 3. Understand daily changes in the weather and in the seasons where you live. 4. Locate objects in the classroom using a simple map. 5. Identify the globe as a model of the Earth. 1. Explain all of your roles (e.g. classmate, son/ daughter, sibling, student, etc.). 2. Tell and show how your roles are the same or different from others in the classroom.
1st Grade
1. Describe how seasons/climate relate to the ways families dress, activities they engage in, and their homes in different areas of the world. 2. Demonstrate understanding of how families use air, water, and land in different ways. 3. Identify food resources coming from farms and water resources from rivers and lakes. 1. Tell about the roles of family members. 2. List activities that your family does together. 3. List social categories (e.g., father, cousin, employer, friend) to which you belong.
2nd Grade
1. Compare physical and human features of different places in any community. 2. Identify land and water areas on a map of the local community and on a globe. 3. Locate places on a map using a key, cardinal directions, and a grid.
Social Systems
1. Describe aspects of our community that reflect its cultural heritage. 2. Give example of language, tradition, and artifacts that represent the community.
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Key Concepts in Social Studies (Grades 3-5) 3rd Grade Our State - Illinois 4th Grade Regions of the United States 5th Grade Colonization and Independence of the United States (Overview of the same for Canada and Latin America)
Students will understand that. . . people are governed by a variety of political systems in the Western Hemisphere. geography directly affects how people live. past events and people determine the cultural landscape of a country. countries are both independent and interdependent. significant historical events can have multiple causes and effects. 1. How do economic and political systems in the Western Hemisphere compare to one another? 2. How do past events determine a countrys cultural landscape? 3. How does geography determine where people settle and how they live their lives? 4. How are countries both independent and interdependent? 5. How should the balance of independence and interdependence benefit all citizens?
Big Idea
Students will understand that. . . Illinois has changed over time. Illinois has a governmental structure. places and regions of Illinois can be defined geographically. supply and demand dictate economic choices in Illinois. migration helped to define Illinois culture and heritage. Illinois citizens contribute to their communities in a variety of ways. 1. 2. 3. 4. What has influenced the development of Illinois? What is a democracy and how does it affect our state? How is Illinois government organized? How are Illinois renewable and nonrenewable resources/goods and services affecting our economy and environment? How have the spatial, physical, and cultural features of Illinois established our state as a major trade and industrial center? How has migration and immigration affected our state?
Students will understand that. . . the United States of America operates under political, economic, and social systems. events, trends, individuals, and movements have shaped the history of the United States. geography directly affects how people live. the regions of the United States and their economies depend on each other.
Essential Questions
5.
6.
1. How do the United States regions interrelate? 2. How do we structure our democracy? 3. How can we influence government? 4. How does our government raise money? 5. How does our economy work? 6. What was the impact of exploration on the Native Americans? 7. Why were the explorers and settlers important in the development of the United States? 8. How does geography affect the way we live? 9. How do regions of the United States differ? 10. What are the political divisions of the United States and why are they important to know (states, capitals, latitude and longitude locations)? 11. How can we use maps and globes to help us understand the world? 12. What makes a culture? 13. How does culture vary from region to region in the United States?
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1. 2. 3. 4. 5. 6. 7. 8. 9.
Produce media-rich digital presentations about significant events based on primary or secondary sources. Recognize bias in digital resources while doing research with guidance from teachers. Select and apply digital tools to collect, organize, and analyze data. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. Identify and investigate global issues and generate possible solutions using digital tools and resources. Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher support. Understand the effect of existing and emerging technologies on individuals, society and the global community. Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems. Know and model ethical, legal and responsible behaviors regarding the use of various technologies.
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Unwrapped Social Studies Standards Grades 3-5

3rd Grade
1. Relate ways that people can work together to promote principles and ideals of American democracy. 2. Identify the three branches of state government and explain their functions. 3. Discuss the necessity, purpose and organization of local and state governments. 4. Discuss importing and exporting and give examples of these in reference to Illinois economy. 5. Discuss the cultural contributions of people from various regions of Illinois and how they help form their heritage. 6. Trace migration patterns into, out of, and within Illinois and describe their social and cultural impact. 7. Describe aspects of the state that reflect its cultural heritage. 8. Analyze the cultural differences within Illinois.
4th Grade
1. Understand the characteristics of a democracy. 2. Understand the three branches of government of the United States and how they give structure and balance to our country. 3. Understand the impact of early settlement on the economy and development of the various regions in the country. 4. Explain how the United States economy is based on the interaction of its diverse regions. 5. Compare how hunter-gatherer cultures used their environment to how we use it currently. 6. Analyze the impact of early explorers and settlers in the various regions of the United States. 7. Compare and contrast regions of the United States. 8. Identify cultural traits of each region of the United States.
5th Grade
1. Describe how political systems were established and have changed over time. 2. Explain how economic systems differ throughout the Western Hemisphere. 3. Demonstrate how economic systems change. 4. Understand how countries depend on each other. 5. Understand how past events and people shape a country. 6. Explain geographys affect on the livelihood and culture of people. 7. Compare and contrast the cultures within the Western Hemisphere.
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3rd Grade
1. Explain why people vote and run for political office in a democracy. 2. Understand the necessity and purpose of local and state governments. 3. Use Internet and print resources to identify historical figures who have advanced the rights of individuals and groups to promote a common good. 4. Identify and explain the roles of the three branches of state government leaders, lawmakers, and judges.
4th Grade
1. Explain the characteristics of a democracy that works. 2. Compare and contrast the three levels of government (i.e., local, state, and federal). 3. Define the rights and responsibilities of citizens. 4. Identify threats to our rights. 5. Recognize that there are different forms of government.
5th Grade
1. Describe how various political systems in the Western Hemisphere were formed. 2. Compare and contrast the various political systems in the Western Hemisphere. 3. Identify and explain the impact of a political tradition or custom that had its origin in another country. 4. Identify and analyze historical events which involved the denial or expansion or political rights of individual citizens or groups of people. 5. Explain how nations interact to avoid conflict (e.g. diplomacy, trade, treaties). Understand the consequences of not engaging in these opportunities. 6. Explain how an individual or group has solved a problem in their country. 1. Compare a market economy to other economic systems (capitalism, socialism and communism). 2. Define and provide examples of import and export. 3. Identify current and historical examples of exchange, both barter and monetary. 4. Explain how the dependence of a region on a single crop or mode of production can affect the environment, economy, and society. 5. Predict how peoples lives would be different if they did not trade with others for the goods and services they use.
Economics
1. Give examples of producers in the economy and identify what they produce. 2. Know how imported and exported goods relate to the economy of Illinois. 3. Identify services and goods that are provided by the government. 4. Identify job opportunities in Illinois.
1. Define taxation. 2. Name at least two taxes you pay. 3. Explain why taxation is important to the functions of government. 4. Explain how a market economy works. 5. Provide examples of supply and demand. 6. Describe how the regions of the United States are economically interdependent. 7. Understand how imported and exported good relate to the economies of various regions in the United States.
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Performance Area History
3rd Grade
1. Connect students scientific knowledge of the prairie with historic knowledge of Illinois. 2. Identify people, inventions, events and discoveries that impacted Illinois and America. 3. Construct an historical timeline (e.g., people, inventions, events, discoveries, etc.).
4th Grade
1. Describe and compare how hunter-gatherer cultures (those whose primary subsistence method involved the direct procurement of edible plants and animals from the wild) used their environments to how we use them now. 2. Analyze the impact of the early explorers and the process of settlement in the United States. 3. Compare the experiences of important United States explorers.
5th Grade
Jamestown to the American Revolution 1. Compare the account of an historic person or event from various sources (primary and secondary). 2. Place a series of past events on a timeline. 3. Analyze the consequences of political ideas and actions taken by significant individuals in the past. 4. Analyze political events, figures, and ideas in the colonies that lead to the American Revolution. 5. Compare the American Revolution with other revolutions in the Western Hemisphere. 1. Explain how major countries in the Western Hemisphere are connected and interrelate (e.g., through trade, political alliances, and humanitarian concerns). 2. Identify factors that influence the location of cities (transportation arteries, physical features, migration, business, industry). 3. Describe how physical characteristics of a region of a nation influence peoples point of view and the decisions they make over time (scarcity of water influencing water usage, mining resources in mountainous regions, logging forested land in forested areas) 4. Identify countries and capitals of the Western Hemisphere. 5. Describe the location of countries relative to the location of other countries. 6. Compare maps of the Western Hemisphere showing landforms, climate and natural vegetation regions to maps that show population distribution to identify the relationship between settlement and physical features. 7. Create a political or physical map of a country in the Western Hemisphere using appropriate map symbols.
Geography
1. Identify Illinois on a map of the United States. 2. Use basic map skills to gather information from a map. 3. Identify the following symbols on a map key: state capital, cities, rivers, lakes and mountains. 4. Find the capital, major rivers, lakes and main cities of Illinois on a map. 5. Determine why certain geographical areas are more desirable to citizens than others. 6. Identify natural resources and classify them as renewable, nonrenewable, and recyclable. 7. Organize a series of pictures to show landscape changes from prairie to farmland.
1. Compare the ways that the physical environment is used to meet the needs of people. 2. Explain why people settle in particular geographic regions. 3. Compare and contrast the regions of the United States. 4. Identify states and capitals. 5. Determine the absolute location of a place using a map grid with latitude and longitude.
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Performance Area Social Systems
3rd Grade
1. Describe aspects of the state that reflect its cultural heritage. 2. Analyze the cultural differences within Illinois. 3. Identify and explain the purpose of major social institutions in Illinois.
4th Grade
1. Identify differing cultural traits of the regions of the United States. 2. Compare cultural differences and similarities with students from a different part of the United States. 3. Describe how culture is shared through music, art, and literature throughout the country/ world over time. 4. Discuss geographic differences of the regions in the United States.
5th Grade
1. Use various sources of information (e.g. newspapers from other states/countries, souvenirs, web sites) to analyze news that reflects different cultures. 2. Compare another culture with ones own through the use of written, auditory, or visual materials. 3. Compare cultural differences and similarities from other parts of the world in terms of their language, literature and arts.
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Social Studies Grades 6-8 6th Grade Diversity of the Eastern Hemisphere 7th Grade Key Influences on the Development on an American Identity (Revolutionary War-19th Century)
Students will understand that. . . the Constitution balances the rights and responsibilities of the individual with the common good and allows for change. the purposes and function of the Illinois and United States governments are fundamental to our society. technology, trade and government decisions play a significant role in economic development. historical relationships reflect change over time dependent upon environmental, economic, social, and technological developments. 1. What is the purpose of government? 2. How do individuals and groups impact public policies and decisions? 3. How do United States interest affect our foreign policy? 4. How have our political ideas and traditions evolved from the Constitution and Bill of Rights? 5. How do changes in technology impact the economy? 6. How do we analyze and interpret historical information? 7. What is the significance of cultural diversity in the social history of the United States. 8. What is the historical significance of geography? 9. How have various cultures in the United States combined to create a multicultural society? 10. How have social institutions changed over time to address the needs of individuals and groups?
8th Grade Power Shifts that Affect our Nation and the World (20th Century and Beyond)
Students will understand that. . . the struggle for power creates worldwide conflict. international relationships and governmental structures affect political change within countries. governmental economic policies impact a variety of areas. historical events form the basis and continue to impact current international relationships. geography influences a society.
Big Idea
Students will understand that. . . political systems have varying levels of control over their citizens. many factors affect economic consumption. the survival of a civilization is dependant on the role of human interaction within the society. physical geography affects relationships between people and their environment. people and the environment have positive and negative affects on each other. societies contain many diverse cultures. 1. How do different political systems operate? 2. What is the relationship between individuals and government? 3. How do economic structures develop and how are they impacted? 4. What role does technology play in the economy of the region? 5. How much control should governments have over economic processes? 6. What are the global impacts of regional land uses? 7. What advantages are there to building on the achievements of past societies?
Essential Questions
1. How has the level of power exerted by the government changed over time? 2. How do different political systems gain and lose power? 3. What are the relationships within a market economy? 4. How does government policy impact the economy? 5. How does an economic system exert power? 6. What are the multiple causes of historical events from a variety of perspectives? 7. How do new situations change existing alliances? 8. What role does geography play in significant events and the formation of a society? 9. How does technological change and availability of resources impact a society? 10. How have peoples roles based on gender and race changed over time?
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1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
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Unwrapped Social Studies Standards Grades 6-8

6th Grade
1. Demonstrate an understanding of the relationship between people and government. 2. Describe and compare the various types of political systems. 3. Compare and contrast economic systems. 4. Demonstrate how productivity increases through the use of technology. 5. Compare and contrast the development of significant historical events according to chronological order. 6. Describe and discuss the effect of turning points in history. 7. Analyze the issue of social status and social role in the past and present. 8. Understand relationships between geographic factors and society. 9. Describe social changes that resulted from cultural exchange between and among different societies. 10. Compare characteristics of a culture as reflected in language, literature, the arts, traditions, and institutions.
7th Grade
1. Analyze how state and national governments serve the purposes for which they were created. 2. Relate historical trends within the Untied States and the world that have influenced international relationships. 3. Explain how technological changes have lead to new and/or improved products and how these changes impact society. 4. Identify barriers to trade and explain why national relations create barriers to trade. 5. Recognize the significance of cultural diversity in the social history of the United States. 6. Compare and contrast the effects of inventions and innovations on the physical, cultural and social landscape of America. 7. Identify how the natural environment influences the location of certain human activities. 8. Describe how geography has influenced the development of the United States. 9. Analyze how various cultural groups have impacted the students culture and created a multicultural American society. 10. Analyze the reasons why social roles and institutions change over time.
8th Grade
1. Identify how interpretations of the Constitution affect rights and responsibilities of the people. 2. Identify the Unites States as a democratic world leader in comparison to other political systems. 3. Provide examples of government policies that have affected society, environment, or the economy. 4. Understand the multiple causes of historical events from a variety of perspectives immigration, World War I, 1920s/1930s, World War II, Cold War. 5. Identify the ways different political ideologies result in changing alliances and a shifting of world power. 6. Recognize the impact of geography on a society. 7. Identify how technological change and the availability of resources impact a society. 8. Analyze how various cultural groups have impacted the students culture and created a multicultural American society. 9. Analyze the reasons why social roles and institutions change over time.
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6th Grade
1. Identify ideas that would encourage more civic responsibility among individuals. 2. Analyze historical events involving the extension or denial of political and electoral right. of various citizens or groups of people. 3. Illustrate conflicts over the rights and freedom of competing individuals or groups. 4. Give examples of events where people have had to fight to win their equality. 5. Analyze ways in which political parties and interest groups influence public opinion by the use of the media. 6. Identify a political tradition or custom that had its origin in another country. 7. Describe the leadership role of the United States in international organizations.
7th Grade
1. Analyze how state and national governments serve the purposes for which they were created. 2. Summarize the historical development of rights and responsibilities, which are contained within the Bill of Rights and later amendments to the United States Constitution. 3. Analyze how cultural characteristics influence political practices (e.g., voting procedures, types of political campaigning). 4. Compare historical examples of issues, barriers in the election process affecting the rights of various groups. 5. Summarize an individuals or groups motivation for participating in the shaping of public policy. 6. Summarize the historical influences on the development of political ideas and practices as listed in the Declaration of Independence, the United State Constitution, the Bill of Rights, and the Illinois Constitution. 7. Describe both the ideas and actions of significant political figures, events, or processes in American history or development.
8th Grade
1. Describe how changing interpretations of the powers and limitations of our Constitution have affected rights and responsibilities of groups and individuals. 2. Analyze how public policy issues are influenced by government actions. 3. Recognize the responsibilities of some of the departments and regulatory agencies of the federal government. 4. Compare and contrast the roles and influence of various individuals, groups, and media in shaping current public policy issues. 5. Describe the development of the United States as world leader in international relations. 6. Compare and contrast the development of democratic systems with other kinds of political systems.
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Performance Area Economics
6th Grade
1. Demonstrate how productivity increases through the use of technology. 2. Explain that competition takes place when there are many buyers and sellers of similar products. 3. Explain that there are incentives other than price that affect peoples behavior in the economy. 4. Identify examples of people acting as consumers and as producers. 5. Provide examples of economic specialization. 6. Explain how supply and demand is affected by scarcity, choice, and other factors. 7. Explain that there are incentives other than price that affect peoples behavior in the economy. 8. Identify examples of people acting as consumers and producers.
7th Grade
1. Explain that consumer demand determines what producers will produce in a market economy. 2. Explain how technological changes have led to new and improved products.
8th Grade
1. Explain how supply, demand, and price relate to one another in a free market economy. 2. Analyze the differences between a market and communist economy. 3. Analyze the potential impact of current events on the price of consumer goods or services. 4. Explain why shortages and surpluses occur in a market economy and provide real-world examples of each. 5. Provide examples of government policies that have affected society, environment, or economy. 6. Explain how supply, demand and price relate to one another in a market economy. 7. Analyze the differences between a communist and a free-market/capitalist economy. 8. Use tables, graphs, charts, and diagrams to analyze data.
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Performance Area History
6th Grade
1. Place a series of events from the past that are listed on a chronology or timeline and categorize them according to political, economic, environmental, or social importance. 2. Describe the basic economic changes that led to or resulted from turning points in world history. 3. Describe a turning point in world history. 4. Assess the effects of a significant invention or technological innovation on the physical and cultural environment of a place or region. 5. Describe how the environmental history of one place or world region has changed using a variety of geographic tools. 6. Describe the impact that significant individuals or groups in the non-Western world had on political events. 7. Analyze the issues of social status and social role in the past and present. 8. Describe social changes that resulted from cultural exchange between and among different societies.
7th Grade
1. Defend an interpretation of a significant person or event using a variety of primary and secondary sources. 2. Analyze the significance of cultural diversity in the social history of the United States. 3. Analyze the changing roles and status of men, women, and children from the colonial period through the 19th century. 4. Analyze the consequences of discrimination past and present. 5. Analyze the effects of a significant invention or technological innovation on the physical and cultural environment of one of the worlds regions. 6. Identify significant persons and events using a variety of primary and secondary sources.
8th Grade
1. Evaluate the significance of multiple causes in leading to an historical event. 2. Assess the significance of a watershed event in United States political history. 3. Identify the point of view of the author as found in a primary or source document. 4. Compare and contrast episodes of cooperation and conflict among proponents of opposing political ideologies. 5. Use and evaluate primary and secondary source documents to analyze historic events.
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Performance Area Geography
6th Grade
1. Understand and interpret maps and data collection. 2. Demonstrate understanding of the location of various physical and human features. 3. Understand how parallels of latitude and meridians of longitude can be used to determine direction and distance on a map or globe. 4. Explain how and why ecosystems differ from place to place as a consequence of differences in soils, climates, and human and natural disturbances. 5. Describe how humans interact with their environment. 6. Identify ways that human behavior could be changed to solve specific environmental problems. 7. Hypothesize about relationships between physical features and the occurrence of human activities of a particular place and how these activities changed over the years. 8. Assess the effects of a significant invention or technological innovation on the physical environment on a place or region. 9. Describe the location of countries relative to the location of other countries.
7th Grade
1. Demonstrate understanding of legend and key and use longitude and latitude on a map. 2. Design symbols as references for map interpretation and place them in a legend/key to be used on a map. 3. Demonstrate understanding of the spatial distribution of various phenomena by using latitude and longitude to plot data on a base map of the United State or the world. 4. Identify the reasons related to the natural characteristics of places. 5. Describe how legacies of the past have affected past and present human characteristics of places. 6. Analyze the effects of a significant invention or technological innovation on the physical and cultural environment of one of the worlds regions.
8th Grade
1. Use maps, tables, graphs, charts and diagrams to depict the geographic implications of world events. 2. Support with evidence how the geography of a region impacted a particular event. 3. Analyze rapidly growing urban centers to determine the impact of urban sprawl on the physical and human environment. 4. Analyze major urban centers in the United States and the world to determine how migration of different ethnic groups has altered their population and functions.
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Performance Area Social Systems
6th Grade
1. Compare and contrast two or more cultures in terms of expressions of those cultures. 2. Differentiate among pre-industrial, industrial and post-industrial societies. 3. Assess the effects of a significant invention or technological innovation on the cultural environment of a place or region.
7th Grade
1. Describe how a culture is reflected in its art, music, and/or architecture and institutions. 2. Identify various cultures that have combined to create a larger, multicultural American society. 3. Analyze how various cultural groups have impacted the students culture. 4. Analyze the reasons why social institutions change over time. 5. Explain how the changing concept of social institutions affects groups in society.
8th Grade
1. Recognize how peoples roles, based on gender and race, have changed over time. 2. Identify and analyze how various cultural groups have combined to create a larger multicultural American society. 3. Analyze advantages and disadvantage of living in a pluralistic society. 4. Demonstrate how increases in productivity result from advances in technology and other resources. 5. Analyze the relationship of unions and standards in the work place and quality of life. 6. Evaluate how technology impacts cultural values and creates a global society. 7. Explain how inclusion of groups based on gender and race have changed. 8. Explain likely consequences for nonconformity in a social group. 9. Assess the reactions of groups of people to diversity within their society.
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Notes/Updates
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Power Standards and Safety Net Curriculum for Physical Development and Health
The Hawthorn District 73 mission of physical development and health instruction is to develop a program of study which teaches students to understand and appreciate basic physical fitness. Essential Learning Standards, Enduring Understandings, and educational goals for all students are based upon and aligned with the Illinois State Standards so that all students are able to live emotionally, nutritionally, and physically healthy lives. These Essential Learning Standards for physical education and health are further expanded through the specialized programs, activities, and curriculum maps at each grade level and by every teacher.
Illinois State Standards for Physical Development and Health

Movement Skills State Goal Nineteen: Acquire movement skills and understand concepts needed to engage in health-enhancing physical activity. A. Demonstrate physical competency in individual and team sports, creative movement and leisure and work-related activities. B. Analyze various movement concepts and applications. C. Demonstrate knowledge of rules, safety, and strategies during physical activity. Physical Fitness State Goal Twenty: Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment. A. Know and apply the principles and components of health-related fitness. B. Assess individual fitness levels. C. Set goals based on fitness data and develop, implement and monitor an individual fitness improvement plan. Team-building State Goal Twenty-One: Develop team-building skills by working with others through physical activity. A. Demonstrate individual responsibility during group physical activities. B. Demonstrate cooperative skills during structured group physical activity. Principles of Health Promotion State Goal Twenty-Two: Understand principles of health promotion and the prevention and treatment of illness and injury. A. Explain the basic principles of health promotion, illness prevention and safety. B. Describe and explain the factors that influence health among individuals, groups and communities. C. Explain how the environment can affect health. Human Body Systems State Goal Twenty-Three: Understand human body systems and factors that influence growth and development. A. Describe and explain the structure and functions of the human body systems and how they interrelate. B. Explain the effects of health-related actions on the body systems. C. Describe factors that affect growth and development. Promoting Health and Well-being State Goal Twenty-Four: Promote and enhance health and well-being through the use of effective communication and decision-making skills. A. Demonstrate procedures for communicating in positive ways, resolving differences and preventing conflict. B. Apply decision-making skills related to the protection and promotion of individual health. C. Demonstrate skills essential to enhancing health and avoiding dangerous situations.
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Physical Development and Health this Year and Beyond

The physical education department has always had a very solid program for all students K-8. This year physical education and health teachers will be fine tuning the units that were developed during the past couple of years using the Understanding by Design (UbD) curriculum mapping framework. All elementary students will have a daily physical education and/or health rotation. Middle School students will continue to have daily physical education classes and a health class during one of their seven-and-a-half-week related arts rotations.
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Unwrapped Physical Development and Health Standards Grades K-2

(Items in bold should be taught prior winter break.) Performance Area Power Standards By the end of a grade, students will
Kindergarten
Movement and Me 1. Understand that rules help us to be safe and make good decisions. 2. Develop good social skills and relationships. 3. Introduce ways to improve physical fitness. 4. Understand the importance of physical fitness and exercise for life-long healthy habits and lifestyles. 5. Be able to keep myself safe. 1. Develop responsibility for safe movement practices. 2. Understand the differences of moving in personal and general space. 3. Demonstrate locomotor; non locomotor, and manipulative skills. 4. Respond to cues and follow simple directions.
1st Grade
Exercising Healthy Habits 1. Understand the importance of moving safely to a healthy lifestyle. 2. Be responsible for improving my physical fitness. 3. Work cooperatively with others. 4. Use a variety of skills to promote my well-being. 5. Exercise healthy habits.
2nd Grade
Exercising Healthy Choices 1. Know there are a variety of ways to move their bodies. 2. Understand how personal exercise choices affect ones physical fitness. 3. Identify individual behavior that affects whole group success. 4. Understand how choices have an impact on my health and environment. 5. Know the components needed for successful group participation. 1. Model selected locomotor and non-locomotor movements. 2. Demonstrate progression towards proper form when executing selected manipulative skills. 3. Show ability to move in various directions (e.g., behind, ahead of, next, near, over, under, on, through, beside) in obstacle courses, stations, and centers. 4. Identify simple cues involved in weight transfer and balance movements. 5. Demonstrate the manipulation of objects to change direction and/or distance. 6. Demonstrate understanding of personal and group safety.
Movement Skills
1. Recognize the safety factors associated with participating in physical activities. 2. Participate in dodging/fleeing activities in slower speeds without running into others or objects. 3. Name some possible injuries that can occur when not following safety rules. 4. Know basic body parts. 5. Combine two or more locomotor and/or nonlocomotor skills in a sequence. 6. Demonstrate an awareness of others while moving in general and/or personal space. 7. Demonstrate a combination of balance movements. 8. Distinguish between moving behind, ahead of, next, near, over, under, on, through, and beside.
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Unwrapped Physical Development and Health Standards

Performance Area Physical Fitness
Kindergarten
1. Participate in health-related fitness activities. 2. Engage in physical activities that will cause increased heart rate. 3. Recognize changes that take place in the body during physical activity. 4. Name some activities that give your body exercise.
1st Grade
1. Participate in health-enhancing fitness activities. 2. Discuss changes that take place in the body during physical activity. 3. Introduce fitness concepts to others. 4. Discuss choices to improve fitness (i.e., nutrition, exercise, etc.). 5. Name activities that can be done outside of school to improve fitness.
2nd Grade
1. Discuss and recognize effects of exercise on heart rate. 2. Identify and participate in a variety of activities that will increase your heart rate. 3. Discuss the benefits of physical activity. 4. Continue to participate in health-enhancing levels of physical activity on a daily basis. 5. Continue to increase knowledge of fitness components through practice (i.e., cardiovascular endurance, flexibility, muscular strength, muscular endurance, and body composition). 6. Discuss the importance of warm-up and cool down. 7. Discuss activities that can be done outside of school to improve fitness. 8. Identify activities that will change your heart rate. 1. 2. 3. 4. Participate safely, responsibly, and cooperatively. Follow rules. Give examples of ways to settle disagreements. Complete parts of a task when working with a group or partner. 5. Demonstrate the ability to work cooperatively with a partner or small group during physical activity.
Team-building
1. Participate safely in the days physical activity. 2. Demonstrate the ability to work independently and cooperatively with a partner or group for a structured physical activity.
1. Follow directions when participating in physical activity. 2. Choose between safe and unsafe practices and/or behavior. 3. Complete a task with a partner or group in a given amount of time during group physical activity. 4. Repeat safety practices and/or behaviors when working with a partner or group during physical activity.
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Performance Area Principles of Health Promotion
Kindergarten
1. Recognize the importance of covering ones mouth and nose when sneezing or coughing. 2. Demonstrate how to avoid infecting others with germs. 3. Recognize the necessity of washing hands to prevent the transmission of germs. 4. Talk about the importance of taking medicines in the presence of a responsible adult. 5. Demonstrate how to dress properly in varying types of weather.
1st Grade
1. Simulate proper hand washing techniques. 2. Understand the need to brush teeth to remove bacteria. 3. Demonstrate proper tooth brushing techniques. 4. Demonstrate the use of proper equipment when bicycling, skateboarding, and rollerblading. 5. Name the three Rs of saving the environment reduce, reuse, recycle. 6. List things that pollute the environment. 7. Recognize different types of pollution (e.g., air, soil, water, noise).
2nd Grade
1. Explain how good hygiene can prevent illness. 2. Recognize the signs and symptoms of illness (e.g., headache, stomach ache, and fever). 3. Demonstrate how to prevent the spread of infectious diseases. 4. Recognize the importance of proper tissue disposal. 5. Recognize why it is important to brush your teeth. 6. Discuss the importance of basic traffic rules that need to be followed on the way to school and at home. 7. Discuss forms of pollution found in the school, community, and home. 8. Cite examples of noise pollution. 9. Name recycling methods used at home and school. 1. Identify the ankles, knees, hips, fingers, elbows, shoulders, neck and toes. 2. Explain the function of the eyes, ears, and nose. 3. Observe and discuss the consequences of behavior choices. 4. Discuss proper drug use versus drug abuse. 5. Discuss rules for taking medication. 6. Recognize that food (nutrients) is needed for growth and development.
Human Body Systems
1. Identify and know the correct location of basic body parts (e.g., head, legs, arms, chest, feet, hands, eyes, ears, and nose). 2. Recognize that food is needed for growth and development. 3. Discuss the value of practicing good health habits (i.e., sleep, nutrition, relationships). 4. Describe and discuss healthy family activities meals, doctor visits. 5. Give examples of what makes a friend a friend. 6. Recognize basic emotions and feelings.
1. Discuss the relationship between germs and disease. 2. Explain the importance of eating a variety of foods. 3. Distinguish between good food and junk food. 4. Discuss the importance of belonging to a group and what it feels like to be included or excluded.
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Performance Area Promoting Health and Well-being
Unwrapped Physical Development and Health Standards Kindergarten

1. Discuss who strangers are and ways to behave around them. 2. Recite your name, address, and phone number. 3. Explain the role of fire fighters and police officers. 4. Practice using emergency numbers including 911. 1. Explain how using good listening skills can help avoid conflict. 2. Practice good communication skills. 3. Discuss appropriate and inappropriate behaviors at home, at school, and in the community. 4. Predict consequences for good and poor health choices. 5. Identify uncomfortable or dangerous situations. 6. Define the bullying. 7. Memorize emergency and medical phone numbers. 8. Know appropriate authority figures to contact in a dangerous or uncomfortable situation.
2nd Grade 1st Grade

1. Define bullying and motives for bullying. 2. Name positive and negative components of a healthy relationship. 3. Demonstrate safety rules at home, at school and in the community. 4. Discuss the importance of washing your hands appropriately. 5. Identify uncomfortable and dangerous situations. 6. Define good touch and bad touch.
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Unwrapped Physical Development and Health Standards Grades 3-5

3rd Grade
Exercising Healthy Actions 1. Understand that actions within a group will help achieve group goals. 2. Demonstrate how fitness is important to their health and well-being. 3. Know how the quality of actions affects group outcomes. 4. Combine movement skills to enhance their performance. 5. Implement strategies when their safety is threatened. 1. Demonstrate safety while using equipment in predictable and randomly modified game situations. 2. Participate, with teacher prompts, in physical activities without interfering with others or objects (i.e., dodging, fleeing activities). 3. Perform two or more locomotor and/or nonlocomotor skills in combination or sequence with age-appropriate control. 4. Demonstrate control while manipulating objects to change direction and/or distance. 5. Perform a sequence that combines weight transfer and balance movements. 6. Begin to decide when to use offensive and/or defensive strategies in skill work and lead-up games.
4th Grade
Taking a Lead in My Fitness and Health 1. Understand how certain skills and knowledge will keep them healthy. 2. Increase knowledge and improve social skills to promote healthy interactions. 3. Be responsible for their health and wellbeing. 4. Take the lead when promoting healthy life choices. 5. Refine movement skills to enhance performance in physical activities. 1. Demonstrate refined movements, non-locomotor and locomotor movement skills while playing in modified games. 2. Participate in a wide variety of physical activities without interfering with others or with objects. 3. Demonstrate offense and defense and cooperative strategies. 4. Discuss the potential consequences of participating in a safe and unsafe environment during activity. 5. Follow rules when participating in a wide variety of games, activities, or sports.
5th Grade
Ensure a Healthy Lifestyle 1. Know the five components of fitness. 2. Make healthy choices, which are essential to good growth and development. 3. Be responsible in personal and social behavior during physical activities. 4. Understand how aerobic and non-aerobic activities impact their personal fitness. 5. Know how the body system works.
Movement Skills
1. Perform two or more locomotor and/or nonlocomotor skills in combination or sequence with control and fluid transition. 2. Perform a sequence that combines weight transfer and balance movements. 3. Create combinations of locomotor/non-locomotor movement and manipulative skills in selected activities. 4. Use vocabulary specific to activities, games of sports. 5. Decide when to correctly use offensive and/or defensive strategies in games. 6. Define the components of good sportsmanship.
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Performance Area Physical Fitness
3rd Grade
1. Recall the immediate effects of exercise on the body. 2. Monitor heart rate before, during, and after physical activity. 3. Discuss target heart rate. 4. Explain concepts of warm-up and cool down. 5. Identify activities appropriate for warm-up and cool down. 6. Select activities to improve weaknesses and maintain strengths of individual fitness levels. 7. Match the components of health-related fitness, to fitness assessments (i.e., body composition, flexibility, muscular strength, muscular endurance, cardiovascular endurance). 1. Complete a task in a given amount of time during participation in a group physical activity. 2. Identify individual behaviors that need to be changed in order to work successfully in a group. 3. Give examples of ways to settle disagreements. 4. Perform cooperatively with a partner when participating in a structured group physical activity. 5. Complete a task with a partner or group in a given amount of time during group physical activities.
4th Grade
1. Cooperatively complete target heart rate worksheet with mathematical calculations. 2. Record heart rate after engaging in physical activity. 3. Recognize the immediate effects of exercise on heart rate. 4. Write a planned list of community activities (recreational and leisure) used to accomplish fitness-related goals. 5. Explain the relationship between various movements and health-related fitness components (e.g., running = cardiovascular).
5th Grade
1. Explain what happens to the body the harder one plays, runs, or does physical activity. 2. Select activities that help achieve the target heart rate zone for a specific amount of time. 3. Identify target heart rate, maximum heart rate, and resting heart rate. 4. Explain how to recognize target heart rate zone. 5. Explain fitness scores to parents or guardians. 6. Participate in a progression of activities that will maintain or improve personal fitness levels. 7. Identify the benefits of both aerobic and anaerobic activities on the bodys system.
Team-building
1. Demonstrate knowledge of the rules in effect when participating in a group physical activity. 2. List the consequences for not following the class procedures/rules. 3. Demonstrate the ability to remain on task when participating in physical activity. 4. Perform cooperatively with a partner or a small group when participating in physical activity. 5. Complete a task with a partner or small group given a specific amount of time with limited teacher intervention during a physical activity. 6. Recognize individual difference in performance within a group. 7. Name some qualities of a good leader.
1. Identify and define characteristics of an effective leader. 2. Identify a variety of supportive roles within a cooperative group setting. 3. Identify responsible decision-making choices. 4. Identify a variety of supportive roles within a cooperative group setting. 5. Recognize individual differences in performances within a group. 6. Respect decisions made by others concerning rules, procedures, and processes during activities.
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Performance Area Principles of Health Promotion
3rd Grade
1. Explain what can happen if medicines are used improperly. 2. Recognize when symptoms of illness require attention from an adult or a health care provider. 3. Describe the symptoms of common childhood illnesses (e.g., fever, rashes, cough). 4. Use personal hygiene behaviors/choices that will improve health and safety. 5. Discuss and use seat belts. 6. State the potential causes of accidents at school, at home, and in the community. 7. Recognize causes of different types of pollution. 8. Discuss ways individuals and communities reduce pollution. 1. 2. 3. 4. 5. 6. 7. 8. 9.
4th Grade
Discuss how bacteria grow. Describe ways that viruses are transmitted. Explain the importance of vaccinations. Discuss the benefits of early detection and treatment of illnesses. Describe how the media influences health related behaviors, choices, and skills. Give examples of health-related advertisements. Identify ways that pollution can be a health risk. Explain how recycling can reduce health risks. Discuss methods used by schools, communities, and individuals to dispose of waste.
5th Grade
1. Apply basic first aid to injuries. 2. Describe the signs and symptoms of illness that would indicate that a person should seek medical treatment (e.g., conscious and unconscious). 3. Encourage proper hygiene among family members and classmates. 4. Tell others how their choices and behavior affects other peoples health. 5. Describe the physical effects that air pollution can have on the body. 6. Recognize that air pollution affects the ozone layer. 7. Explain how depletion of the ozone layer will affect health. 8. Explain the possible effects of noise pollution on health. 9. List chemicals found in cigarette smoke that pollute the body and the environment. 1. Explain what muscles do for the body. 2. Describe the basic functions of the digestive system. 3. Recognize the parts of the digestive system. 4. Illustrate how food is processed and moves through the digestive system. 5. Explain the basic functions of the respiratory system. 6. Label the parts of the respiratory system. 7. Explain the basic functions of the reproductive system. 8. Discuss healthy food choices. 9. Explain how health choices affect the performance of the bodys systems. 10. Explain the function of major nutrients. 11. Lists choices that have a positive and negative influence on health. 12. List the effects of alcohol, drugs, and tobacco on the bodys system. 13. Evaluate a personal daily diet.
Human Body Systems
1. Build/construct a human body, consisting of the following parts: head, neck, shoulders, elbows, arms, hands, fingers, chest, legs, hips, ankles, feet and toes. 2. Locate the brain, heart, lungs, and stomach. 3. Understand the basic function and location of muscles. 4. Locate bones in the body. 5. Recognize the importance of calcium to bones. 6. Recognize the relationship between exercise and muscular development. 7. Cite ways to build physical activity into daily routines. 8. List characteristics that make you similar, different, and unique. 9. Compare your growth to that of your peers. 10. Explain how eating and activity affect growth and development. 11. Describe how emotions affect choices, behaviors, and functions of the body.
1. Define the word nutrient. 2. Identify major nutrients and their food sources. 3. Memorize the sections included in the USDA Food Pyramid. 4. Classify foods into groups based on their major nutrient contribution. 5. Define the word stress. 6. Cite examples of positive and negative stressors and how to manage them. 7. Describe different kinds of friendships. 8. Realize that learning to get along with other is a process unique to every person. 9. List characteristics that help maintain friendships. 10. Role-play how to formulate new friendships.
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3rd Grade
1. Recognize that people have different emotional responses to situations. 2. List types of non-verbal communication (e.g., eyes, facial expressions, posture). 3. Discuss rules for communicating in a group situation. 4. Identify behaviors that reflect cooperation. 5. Learn what to do if someone touches you inappropriately. 6. Discuss how to tell a trusted adult when you feel uncomfortable or threatened. 7. Memorize emergency and medical phone numbers. 8. Describe a situation when you would use a refusal skill.
4th Grade
1. Identify consequences of conflict. 2. Tell how a person avoids conflict in a nonviolent way. 3. Describe the procedure in reporting unsafe behavior and bullying. 4. Apply positive communication skills to avoid conflict. 5. Simulate situations where bullying occurs. 6. Discuss consequences of bullying. 7. Describe components of a decision-making process. 8. Give examples where and when a decisionmaking process can be used. 9. Analyze consequences for poor health choices. 10. Select a health problem and give examples of choices and consequences.
5th Grade
1. Apply positive and negative communication skills to avoid conflict. 2. Predict and discuss the consequences of bullying. 3. Decide what actions to take when bullying occurs. 4. Hypothesize how emotions could be communicated in different situations (e.g., winning the lottery, death, divorce). 5. Define how personal hygiene affects the process of an individual going through puberty. 6. Demonstrate refusal skills within the context of dangerous situations (e.g., drugs, alcohol, tobacco, inappropriate touches).
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Unwrapped Physical Development and Health Standards Grades 6-8

6th Grade
Using Knowledge to Maintain a Healthy Life Style 1. Cooperate using good social skills. 2. Enhance their ability to perform using improved knowledge and physical skills. 3. Develop nutrition and exercise as life long skills. 4. Practice safety as an important component to good health and well-being.
7th Grade
Continual Growth through Knowledge and Skill Will Ensure a Healthy Life Style 1. Enhance personal performance through continued growth in knowledge and physical skills. 2. Practice a fitness plan using a variety of practices in order to maintain a healthy life style. 3. Conduct basic treatment of first aid emergencies. 4. Use good communication skills to affect their social, emotional and physical health. 5. Communicate the importance of the functions of the bodys systems. 1. Perform selected sport skills using correct form. 2. Demonstrate locomotor and non-locomotor skills while manipulating objects. 3. Practice combinations of sport-related skills using correct form. 4. Use vocabulary specific to activities, games, or sports. 5. Participate in a wide variety of physical activities without interfering with other or with objects. 6. Demonstrate movement where balance is established, lost, and gained. 7. Perform a sequence that combines weight transfer and balance movements. 8. Decide when to correctly use offensive and/ or defensive strategies in games.
8th Grade
Working Toward Independence Using a Balance of Social, Physical and Emotional Skills 1. Use a variety of resources to help in evaluating and improving overall fitness and wellbeing. 2. Make life-style choices that are beneficial to ones body. 3. Develop interpersonal skills to promote ones optimal growth and health. 4. Enhance personal and group performance by applying knowledge and practicing appropriate physical skills.
Movement Skills
1. Sequence combinations of more complex weight transfer and balance movements (e.g., mule kick versus cartwheel). 2. Demonstrate more control while manipulating objects to change direction and/or distance. 3. Perform a more advanced sequence that combines weight transfer and balance movements. 4. Manipulate objects with accuracy to change its direction and/or distance. 5. Develop movement skills that demonstrate mechanically correct form (e.g., moving into position, establishing a balanced base, preparatory phase, movement phase, follow through, and return to base). 6. Decide when to correctly use more advanced offensive and/or defensive strategies in games.
1. Demonstrate effective movement patterns in a variety of movement forms. 2. Use and apply correct form while performing skills during activities, games, or sports. 3. Demonstrate skills competencies in a variety of leisure activities, individual/dual sports, team sports, creative movement patterns and work-related activities. 4. Explain how to alter the outcome of a skills be application of a biochemical principles. 5. Observe and critique performance of manipulative skills of a classmate and identify the effective use of mechanically correct form.
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Performance Area Movement Skills (Cont.)
6th Grade
7. Discuss the potential consequences of participating in a safe and unsafe environment during activity. 8. Follow rules when participating in a wide variety of activities, games or sports 9. Define the components of good sportsmanship.
7th Grade
9. Demonstrate safety procedures/rules when participating in a group physical activity. 10. Apply rules for activity necessary to maintain a safe environment. 11. Discuss ways to resolve conflict during physical activity. 12. Define and demonstrate the components of good sportsmanship. 1. Apply principles of F.I.T.T. to establish a progression for improving fitness components. 2. Match health-related fitness components to a valid assessment of each component. 3. Define and evaluate target heart rate zone, maximum heart rate, recovering heart rate, and rate of perceived exertion. 4. Identify and monitor heart rate during activity recommended with the use of a heart rate monitor. 5. Evaluate fitness scores using health-related test norms. 6. Explain the relationship between various movements and health-related fitness components (e.g., running, cardiovascular). 7. Explain the relationship between behavioral choices and wellness levels. 9. Explain what activities can be used to improve health-related fitness scores.
8th Grade
6. Explain/demonstrate offensive, defensive, and cooperative strategies. 7. Demonstrate and practice the components of good sportsmanship. 8. Practice ways to resolve conflict during physical activity.
Physical Fitness
1. Explain what happens to the body the harder one plays, runs or engages in physical activity. 2. Select activities that help achieve the target heart rate zone for a specific amount of time. 3. Monitor heart rate before, during, and after physical activity. 4. Explain how to calculate their target rate zone. 5. Set a personal goal specific to a component of health-related fitness. 6. Interpret personal fitness results. 7. Participate in a progression of activities that will maintain or improve personal fitness levels. 8. Perform physical activities that will benefit cardiovascular endurance, flexibility, muscular strength, muscular endurance, and body composition. 9. Explain the F.I.T.T. principle Frequency, Intensity, Time and Type.
1. Explain at a more advanced level the principles of training FITT in a more physical activity. 2. Apply all safety rules and procedures when participating in physical activity. 3. Establish safety limitations for a group physical activity. 4. Apply leadership skills as a group leader when participating in physical activity. 5. Examine how to change the rules of an activity or game in order to include every participant. 6. Evaluate behavioral choices and their impact on fitness level. 7. Evaluate the effects of fitness choices on physical wellness. 8. Implement activities, which can be used to improve health-related fitness scores. 9. Identify opportunities and facilities within the community for regular participation in physical activities.
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Performance Area Team-building
6th Grade
1. Demonstrate more advanced knowledge of the rules when participating in a group physical activity. 2. List the consequences for not following the class procedures and rules. 3. Performs cooperatively with a partner or a small group when participating in physical activity. 4. Complete a task with a partner or small group given a specific amount of time with limited teacher intervention during a physical activity. 5. Recognize individual differences in performance within a group.
7th Grade
1. Demonstrate and apply the safety rules in effect during group physical activity. 2. Establish safety limitations for a group physical activity. 3. Respect and accept individual differences within a group participating in structured group physical activity. 4. Support others, both physically and emotionally, during structured group physical activity. 5. Recognize and respect the performance of others during structured group physical activity. 6. Respect decisions made by others in activity concerning rules, procedures, and process. 7. Discuss the need for officiating during physical activity. 1. Apply basic first aid to injuries, (e.g., burns, bleeding, weather-related injuries). 2. Discuss the differences between bacteria and viruses. 3. Distinguish the difference between communicable and non-communicable diseases.
8th Grade
1. Create rules for physical activity. 2. Apply leadership skills as a group leader when participating in physical activity. 3. Examine how to change the rules of an activity or game in order to include every participant. 4. Find positive ways to assert independence during structured group physical activity. 5. Create a plan for improvement of roles played in a cooperative group physical activity. 6. Resolve interpersonal conflict during structured group physical activity.
Principles of Health Promotion
1. Apply safety precautions and basic first aid to injuries (cuts, scrapes, poisons). 2. State signs and symptoms of illnesses (e.g., measles, mumps, chicken pox). 3. Describe common emergency procedures, (e.g., fire, weather). 4. List stressors and different types of stress. 5. Describe behaviors/choices that reduce health risks sleep, nutrition, activity, stressmanagement, and hygiene. 6. Recognize and respond to emergency situations that can impact health and well-being, (e.g., tornado, flood, fire).
1. Describe and name sexually transmitted diseases STDs. 2. Demonstrate basic knowledge of HIV and AIDS. 3. Apply basic first aid procedures (e.g., CPR, Heimlich maneuver). 4. Describe the difference between chronic and acute diseases, and those that are communicable, non-communicable, and degenerative. 5. Determine the signs and symptoms of the top three chronic diseases cancer, heart disease, and diabetes.
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Performance Area Human Body Systems
6th Grade
1. Recognize the parts of the digestive system. 2. Illustrate how food is processed and moves through the digestive system. 3. Define the word calorie and list foods that have a high caloric content. 4. Classify foods into groups based on their major nutrient contribution. 5. Compare nutritional value of supplements and additives. 6. Evaluate a diet in terms of sugar, sodium, fats, and fiber. 7. Identify the benefits of both aerobic and anaerobic activities on the bodys systems. 8. Recognize reliable sources of food and dietary information. 9. Describe the principles of energy balance calorie intake and expenditure. 10. Identify characteristics of puberty and the effects of these changes on physical, mental, and social development. 11. Explain the basic functions of the reproductive system. 12. Discuss the influences and behaviors that may lead to eating disorders. 13. Discuss the health risks of fad diets and eating disorders such as anorexia, bulimia, and overeating. 14. Discuss physical, mental, emotional and social changes that occur during puberty. 15. Explain the relationship between conception and the fertility cycle. 16. Investigate options for healthy weight loss and gain.
7th Grade
1. Identify parts of the circulatory system. 2. Describe how blood circulates throughout the body. 3. Incorporate effective methods of communication (verbal, non-verbal, and written) into daily activities.
8th Grade
1. Describe how the circulatory and respiratory systems work together. 2. Explain what happens to the brain when it does not get oxygen. 3. Recognize personal health behaviors and choices that help or hinder the functioning of the bodys systems. 4. Analyze the effects of drug use, misuse, and abuse on health status. 5. Explain the possible dangers of tattooing and body piercing. 6. Analyze teen trends and their relationship to health, (e.g., diet, skin products, body piercing, tattoos). 7. Know the effects that disease can have on the bodys systems, (e.g., diabetes, cancer). 8. Discuss dating as one way of exploring friendships and learning new social skills. 9. Discuss how health-related choices made today can affect a persons physical, mental, emotional, and social growth and development in the future.
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6th Grade
1. Identify places to avoid because of potential danger. 2. Analyze possible outcomes of being in dangerous situations (e.g., riding without a helmet, riding in a car with someone who is intoxicated) and suggest different options that could have been chosen. 3. Predict the outcome of being in dangerous situations.
7th Grade
1. Determine the consequences of conflict among peers and parents. 2. Demonstrate and practice negotiation, mediation, and conflict resolution skills. 3. Identify passive, aggressive, passive-aggressive, and assertive forms of communication. 4. Compare and contrast methods for addressing interpersonal differences, (e.g., avoidance, confrontation, compromise). 5. Discuss how emotional and social changes that occur during puberty affect decisionmaking. 6. Discuss peer pressure in terms of needing to use refusal skills.
8th Grade
1. List health-related problems that affect adolescents. 2. Explain how choices one makes now can affect ones health in the future. 3. Demonstrate refusal skills within the context of dangerous situations, (e.g., drugs, alcohol, tobacco).
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Power Standards and Safety Net Curriculum for Fine Arts

The Hawthorn District 73 mission of fine arts instruction is to develop a well-rounded program that emphasizes the importance of the arts and integrates themmusic, art, drama, and dancewith other content areas. We have identified the Power Standards and Safety Net Curriculum for the fine arts. Essential Learning Standards, Enduring Understandings, and educational goals for all students are based upon and aligned with the Illinois State Standards so that all students are able to appreciate and value the arts in their daily lives. These Essential Learning Standards for the fine arts are further expanded through the specialized programs, activities, and curriculum maps at each grade level and by every teacher.
Illinois State Standards for Physical Education and Health

Elements, Organizing Principles, and Expressive Qualities: Dance, Drama, Music, Visual Arts State Goal Twenty-five: Know the language of the arts. A. Understand the sensory elements, organizational principles and expressive qualities of the arts. B. Understand the similarities, distinction and connections in and among the arts. Producing Works of Arts: Dance, Drama, Music, Visual Arts State Goal Twenty-six: Through creating and performing, understand how works of art are produced. A. Understand processes, traditional tools and modern technologies used in the arts. B. Apply skills and knowledge necessary to create and perform in one or more of the arts. The Arts in History, Society, and Everyday Life: Dance, Drama, Music, Visual Arts State Goal Twenty-seven: Understand the role of the arts in civilizations, past and present. A. Analyze how the arts function in history, society and everyday life. B. Understand how the arts shape and reflect history, society and everyday life.
Fine Arts this Year and Beyond

All students in grades K-8 are taught art and music each year. In addition to separate classes for art and music, all of our teachers at Aspen and Townline, and many of our teachers across the district, have been trained in the Bernstein Artful Learning model, which is an arts-based program that integrates the arts with other content areas. Approximately 200 teachers have completed Level 1, 150 teachers have completed Level 2, and 55 teachers have completed Level 3 Bernstein training and are utilizing the arts-based strategy approach in their classrooms. The areas of drama and dance are incorporated in a variety of content areas including: physical education, music, language arts, and social studies. It is our goal to continue to familiarize all teachers with the importance of the arts and encourage their integration in regular classroom instruction, while at the same time strengthening tne programs and resources throughout the district that support the arts.
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Unwrapped Fine Arts Standards Grades K-2

Kindergarten
The Arts and Me 1. Understand that there are a variety of elements in each of the arts. 2. Use tools and processes of the arts appropriately. 3. Find and share how the arts are everywhere in their environment. Dance 1. Identify body parts and basic locomotor and non-locomotor movements. 2. Identify quick/slow, strong/light movements. 3. Identify starting and ending positions in personal or peer dances.
1st Grade
The Arts in My Life 1. Use a variety of elements in the arts. 2. Use the principles in the arts. 3. Create their own original expression of the arts using tools and processes appropriately. 4. Know that the arts are created by other cultures. Dance 1. Explore personal and shared space, directions, levels, size of movement, and body shapes. 2. Suggest meanings that locomotor and non-locomotor movements can convey (e.g., light, quick skips, suggest happiness).
2nd Grade
The Arts Around Me 1. Incorporate a variety of elements in their art. 2. Understand the importance of using the principles in the arts appropriately. 3. Use tools and processes appropriately to create their own original expressions of the arts. 4. Show differences in art creations by other cultures. Dance 1. Identify two parts in a dance and/or accompaniment, AB form. 2. Identify and describe basic locomotor and nonlocomotor movements in personal and peer performances. 3. Identify specific actions, gestures, and changes in movements that communicate feelings and ideas. Drama 1. Choose movements to communicate an idea. 2. Distinguish between vocal and nonverbal sounds used in drama. 3. Identify characters, setting, problem, and solution in drama.
Elements, Organizing Principles, and Expressive Qualities
Drama 1. Identify uses of sound, movement, and space in drama/theatre. 2. Retell what happens in a story.
Drama 1. Differentiate personal space, group space, and partner space. 2. Choose movements to communicate an idea. 3. Identify the beginning, middle and end of a story.
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Unwrapped Fine Arts Standards

Performance Area Elements, Organizing Principles, and Expressive Qualities (Cont.)
Kindergarten
Music 1. Identify loud, soft, high, and low sounds. 2. Identify fast and slow music. 3. Identify tome colors (timbres) of voices and environmental sounds. 4. Identify long and short sounds. 5. Echo a steady beat. 6. Introduce same and different. 7. Match the mood, emotion, or idea expressed in a musical example with the sensory element that creates that expressive quality.
1st Grade
Music 1. Distinguish between same and different phrases or sections in a simple song. 2. Imitate loud, soft, high, and low sounds. 3. Identify fast and slow music. 4. Identify tone colors (timbre) of voices, environmental sounds, and classroom instruments. 5. Imitate long and short sounds. 6. Echo a steady beat. 7. Identify the sensory element that creates a mood, emotion, or idea in a musical example. 8. Distinguish between the beat and rhythm(s) of a given musical example. Visual Arts 1. Know the primary colors in many things including isolated spots, intentional art, everyday objects, and nature. 2. Know the secondary colors. 3. Be able to tell cool colors from warm colors. 4. Use many colors in your art. 5. Identify sensory elements, organizational principles, and expressive qualities used in more than one art form. 6. Examine the same sensory elements, organizational principles, and expressive qualities in two different works in the same arts form. 7. Investigate story, feelings, or expressive ideas shared in the work of two different art forms.
2nd Grade
Music 1. Indicate the phrases or sections in simple AB and ABA songs. 2. Replicate a rhythm in a musical composition. 3. Identify different sensory elements that create a mood, emotion, or idea in a simple musical selection.
Visual Arts 1. Identify colors. 2. Recognize colors are lighter and darker. 3. Recognize line and shape. 4. Verbally react to and describe things by touch and appearance. 5. Be able to find line and shape in many places including artwork, everyday objects, and nature.
Visual Arts 1. Show size progression; i.e., near and far, small, medium, and large, etc. 2. Use a variety of lines; i.e., jagged, zigzag, thick and thin, long and short, etc. 3. Tell the story an artwork shows. 4. Be able to mix primary colors to make secondary colors.
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Performance Area Producing Works of Art
Kindergarten
Dance 1. Tell that the body is what dancers use for dance. 2. Suggest movements to who different moods.
1st Grade
Dance 1. Explore movement combining two or more elements (e.g., join body shape and level). 2. Imitate body shapes; stretched, curled, angular, twisted. 3. Explore time elements; fast/slow, tempos, beat and rhythms, in response to verbal cues. 4. Perform singing games and folk dances representative of a variety of cultures.
2nd Grade
Dance 1. Explain why the body is the main tool of dance. 2. Discuss ways words, sounds, pictures, props, and stories are used to create or perform dances. 3. Improvise dances in response to words, sounds, pictures, props, and/or stories. 4. Solve problems and make decisions on the appropriateness of movement in response to teacher directed tasks. 5. Demonstrate changes in force/energy of movement. 6. Improvise, create, and perform dances using a variety of resources; voice sounds, body sounds; e.g., clapping, patting, finger snapping, stories, poetry, images, and music. Drama 1. Demonstrate group strategies used to plan a drama. 2. Demonstrate the practicing/rehearsing techniques used to create a drama. 3. Interact in role with other characters using safe movement in an improvised and/or rehearsal drama.
Drama 1. Name the three primary tools minds, body, and voice of drama. 2. Demonstrate ways the tools of drama are used to communicate character.
Drama 1. Name partner strategies used to plan a drama. 2. Tell what practicing/rehearsing is in the development of a drama. 3. Demonstrate ways to use space, movement, and voice to create emotions, characters, objects, or to imitate natural events. 4. Follow directions. 5. Demonstrate cooperation skills. 6. Repeat simple text.
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Performance Area Producing Works of Art (Cont.)
Kindergarten
Music 1. Identify voices of classmates. 2. Label environmental sounds. 3. Demonstrate differences between singing, speaking, shouting, and whispering voices. 4. Connect sound characteristics (e.g., long/ short, high/low) to iconic notation. 5. Sing songs of various cultures in rhythm maintaining a steady tempo.
1st Grade
Music 1. Label environmental and classroom instrument sounds. 2. Demonstrate differences between singing, speaking, shouting, and whispering voices. 3. Use appropriate vocal timbre and volume when singing classroom songs. 4. Identify different types of voices (e.g., man, child). 5. Interpret basic rhythmic notation symbols (e.g., quarter note, and eighth note). 6. Create and perform appropriate music to augment stories. 7. Sing songs of various cultures in rhythm maintaining a steady tempo. 8. Improvise answers in the same style to given rhythmic and melodic phrases.
2nd Grade
Music 1. Interpret basic rhythmic notation symbols. Sing or play accurately simple pitch notation using a symbol system (e.g., icons, syllables, numbers, letters). 2. Distinguish between the sounds of two different environmental sounds and classroom instruments. 3. Improvise a rhythmic accompaniment for songs of various cultures. 4. Create short vocal or instrumental melodic and rhythmic phrases within specified guidelines. 5. Sing on pitch or play on classroom instruments songs of various cultures in rhythm, with appropriate timbre and maintaining a steady tempo. 6. Describe how selected instruments produce their sound. 7. Interpret basic rhythmic notation symbols (e.g., whole note, half note). 8. Notate simple rhythmic and melodic patterns. Visual Arts 1. Match the materials, tools, and processes used in painting, drawing, and constructing.Create sculptures using additive processes; i.e., clay, paper, found objects, etc. 2. Plan art before you do it. 3. Know what art is by creating things to tell about ideas and feelings through visual images. 4. Know that art is made all over the world and ideas come from everywhere. 5. Be able to say how you feel about a work of art.
Visual Arts 1. Be able to make many kinds of art by yourself and with others. 2. Know the proper use of appropriate art tools; i.e., crayons, scissors, paper, paint, and glue when making an artwork. 3. Be able to plan the art before you do it.
Visual Arts 1. Find lines in many things and use them to make shapes and to draw. 2. Find repetition and variety in artwork, everyday objects, and nature. 3. Use repetition and variety to make patterns in art. 4. Demonstrate the appropriate use of drawing materials and tools; i.e., crayons, scissors, paper, glue, brushes, paint, and clay. 5. Show color, line, repetition, and variety in your art.
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Performance Area The Arts in History, Society, and Everyday Life
Kindergarten
Dance, Drama, Music, and Visual Arts 1. Listen attentively to and observe performances and art works. 2. Interpret movements, sounds, and visual images in art works made by self and others. 3. Tell about a personal experience in the arts. 4. Connect images and sounds from a work of art to stories, about people and everyday life. 5. Name one way each art form is different from the others (e.g., music and drama use voice; dance and visual arts do not). 6. Describe the theme, idea, feeling, or story within an artwork, (e.g., mood in Starry Night, Peer Gynt Suite).
1st Grade
Dance, Drama, Music, and Visual Arts 1. Name one occupation associated with each form (e.g., painter, actor, dancer, musician). 2. Name the four fine arts. 3. Identify ways that arts are used in celebrations. 4. Identify and demonstrate the qualities of good audience behaviors. Share comments in a positive manner about a performance and/or work. 5. Describe how the arts tell us things in different ways (e.g., dance/movement, music visual image, story). 6. Connect images and sounds from a work of art to stories about people and everyday life.
2nd Grade
Dance, Drama, Music, and Visual Arts 1. Name a variety of occupations associated with different art forms. 2. Give examples of how the arts are used in celebrations. 3. Give examples of experiences in the arts outside of school. 4. Distinguish between appropriate and inappropriate audience behaviors. 5. React to performances/art works in a respectful, constructive, and supportive manner. 6. List the things that artists make or do when they communicate through the arts. 7. Compare sensory elements, organizational principles, and expressive qualities.
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Unwrapped Fine Arts Standards Grades 3-5

3rd Grade
The Arts Around Me 1. Utilize a variety of elements in their original art creations. 2. Understand and appreciate the importance of the arts in various cultures. 3. Communicate through various forms of the arts.
4th Grade
The Arts in Many Places 1. Incorporate a variety of elements into their own work. 2. Distinguish the difference in the various elements in all of the arts. 3. Describe how the arts affect our lives.
5th Grade
The Arts Throughout Time 1. Incorporate advanced elements to convey meaning in various art forms. 2. Understand how the elements and principles of art have been used throughout time. 3. Describe moods and emotions depicted in artwork. 4. Demonstrate how an audience affects or impacts the arts. Dance 1. Distinguish among the qualities of sustained, percussive, swing, vibrate, suspend, and collapse (time, force, flow). 2. Structure movement phrases using choreographic (aesthetic) principles (e.g., repetition, contrast). 3. Discuss possible meanings of various dance compositions.
Dance 1. Create and demonstrate dances showing an understanding of AB form and logical sequencing of movement. 2. Structure movements into dance phases and sections. 3. Identify specific actions, gestures, and changes in movements that communicate feelings and ideas.
Dance 1. Describe quick/slow, strong/light movements in personal and peer performances. 2. Identify various choreographic and musical forms (AB, ABA, and round). 3. Interpret the kinds of meanings/feelings conveyed by different space, time, and energy (force and flow) factors (e.g., fast/light, ongoing, large actions on a zigzag pathway for excitement). Drama 1. Defend movement and vocal choices used to communicate an idea. 2. Identify the elements of a scripted drama (e.g., dialogue, narration, character lists, time, place listing). 3. Identify the message, theme, and purpose of a drama.
Drama 1. Identify the difference between performance and audience space. 2. Explain how movement and sound are used in drama/theatre to communicate ideas and characters. 3. Suggest alternative dialogue and/or actions to complete or change a story. 4. Identify the plot, character, setting, problem, and message of a drama.
Drama 1. Analyze movement and sound (both vocal and non-vocal) choices used to communicate mood and character). 2. Combine physical shape, level, and/or facial expression to communicate theme, emotion, mood, and/or character dynamics.
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3rd Grade
Drama (cont.) 5. Identify emotions communicated through body language choices.
4th Grade
Drama (cont.) 4. Explain how music and sound are used to communicate emotion and mood.
5th Grade
Drama (cont.) 3. Identify conflict in a drama (e.g., man vs. man, man vs. self, man vs. nature, man vs. supernatural, man vs. society). 4. Evaluate the choice of setting and character used in a drama. 5. Analyze how different emotions affect an actors movement, facial expression, posture, walk, and gestures. Music 1. Translate common Italian term tempos (e.g., andante, presto) and dynamic(s) (e.g., piano, forte) and articulation(s) (e.g., staccato, legato). 2. Distinguish major and minor tonalities in aural musical examples. 3. Identify the texture (e.g., poly-, homo-, or monophonic) in a given aural example. 4. Compare and contrast the use of expressive qualities in two performances of the same musical example.
Music 1. Identify simple music forms (e.g., rondo, ostinato) when presented orally. 2. Describe the tempo(s) and dynamic level(s) in a simple musical example. 3. Demonstrate duple and triple meter. 4. Identify major and minor tonalities in music examples. 5. Define melody and harmony. 6. Describe repetition and contrast in form in a musical example. 7. Identify the selection or organizational and sensory elements to express a particular mood, emotion, or idea in an original composition with environmental sounds, body sounds, or classroom instruments. Visual Arts 1. Describe line direction; i.e., horizontal vertical, and diagonal. 2. Give examples of organic; i.e., free-form, natural, etc., and man-made shapes in the visual environment. 3. Identify the positive and negative space in an artwork.
Music 1. Describe the tempi and dynamic levels in a complex aural musical example. 2. Identify the tone color(s) timbres of the instruments and/or voices in an aural musical example. 3. Distinguish major and minor tonalities in aural musical examples. 4. Distinguish between a melody with harmony and a melody without harmony. 5. Explain the selection of organizational and sensory element to express a particular mood, emotion, or idea in an original composition with environmental sounds, body sounds, or classroom instruments. 6. Identify the meter in a musical example. Visual Arts 1. Mix different values of a single color. 2. Duplicate form in same, smaller, and larger sizes. 3. Use contrast and shapes to create emphasis. 4. Mix values of a color to express a color scheme (e.g., monochromatic).
Visual Arts 1. Use line direction to produce a contour drawing. 2. Know the difference between simulated and actual texture. 3. Describe the mood depicted in a variety of artwork with the same subject.
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3rd Grade
Visual Arts (cont.) 4. Distinguish between 2-D and 3-D artworks. 5. Identify symbols from everyday life in a given artwork. 6. Compare mood in artworks.
4th Grade
Visual Arts (cont.) 5. Recognize variation in size and proportion to express an idea. 6. Explain the importance of the light source in creating light and shadow. 7. Know the elements of art and be able to find them in many things including artwork, everyday objects, and nature. Dance 1. Identify specific movements that can be applied in response to words, sounds, pictures, props, and/or stories. 2. Perform step patterns in response to varied rhythms. 3. Use a variety of dance elements and resources to convey ideas, feelings, or characters in dance compositions. 4. Apply the creative processes; e.g., problemsolving, interpreting, imagining, visualizing, communicating, when creating dances.
5th Grade
Visual Arts (cont.) 4. Identify the horizon line in a given art work. 5. Know the elements of arts and be able to find them in many things including intentional art, everyday objects, and nature.
Producing Works of Art
Dance 1. Discuss ways words, sounds, pictures, props, and stories are used to create or perform dances. 2. Create and perform sequences/phrases that demonstrate the elements. 3. Describe processes used when creating dances; e.g., imagining, visualizing, problem-solving, and how ideas are communicated through movement.
Dance 1. Recognize and implement safe dance practices required for maintenance of a healthy body. 2. Identify the production aspects of dance (e.g., music, lighting, costuming, scenery, setting) seen in dance compositions. 3. Practice and improve precision, clarity, and quality in use of body parts, actions, and sensory elements when dancing. 4. Apply spatial factors and a range of action relationships (e.g., unison, rhythmic step patters (e.g., schottische, polka, grapevine). 5. Develop a repertoire of folk dance representative of a variety of cultures. 6. Evaluate dances in terms of the creating processes, (e.g., the choreographers interpretation, communication of the theme).
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3rd Grade
Drama 1. Compare collaboration strategies used to plan a drama. 2. Interact with other characters using safe and appropriate movement and dialogue in an improvised and/or practiced/rehearsed drama. 3. Demonstrate the skills of listening, observing, and concentrating. 4. Demonstrate decision-making and problemsolving techniques to create a drama. Music 1. Use appropriate vocal timbre and volume when singing classroom songs. 2. Use correct technique when playing classroom instruments. 3. Echo, read and/or write accurately rhythm patterns with whole, half, quarter, and eighth notes and rests in 2/4., 3/4, and 4/4 meter signatures. 4. Sing or play accurately simple pitch notation in the treble clef using a symbol. 5. Identify orchestra/band instruments from aural examples. 6. Improvise rhythmic and melodic accompaniments for songs of various cultures. 7. Create short songs or instrumental pieces within specified guidelines. 8. Sing or play music that has a difficulty level of 1 (on a scale of 1 to 6) on pitch; in rhythm; with appropriate timbre; with a steady tempo). 9. Classify instruments according to how their sounds are produced (e.g., string, wind, percussion).
4th Grade
Drama 1. Analyze the ways the mind, body, voice are used to communicate character, setting and emotions. 2. Identify support tools used in drama; i.e., costumes, sets, lights, props, sound, makeup). 3. Demonstrate concentration, recall, and memorization of sequencing to create a drama. 4. Demonstrate teamwork when planning a drama. 5. Demonstrate the use of a puppet to communicate a story. Music 1. Classify voice by range. 2. Demonstrate basic vocal and/or instrumental production techniques; e.g., breath support, posture. 3. Sing or play accurately simple rhythmic and melodic patterns from a written score. 4. Read and/or write accurately melodies with rhythm, patterns in whole, half, quarter, and eighth and dotted notes and rests in 2/4, 3/4, 4/4 meter signature. 5. Create short songs or instrumental pieces within specified guidelines. 6. Sing or play music that has a difficulty level of 2 on pitch; in rhythm; with appropriate timbre; with a steady tempo; with good breath; bow mallet; or fingering control with clear articulation/diction. 7. Create or arrange short songs or instrumental pieces within specified guidelines. 8. Identify general groupings of instruments and voices.
5th Grade
Drama 1. Demonstrate the creative problem solving process. 2. Identify the similarities and differences between acting, directing, and playwriting. 3. Enact a drama with a group demonstrating focus, concentration, teamwork, and rehearsal. 4. Sequence a series of actions and events into a drama. 5. Create environments of simple staging for a drama. Music 1. Classify musical groups according to their instruments/voice (e.g., quartet, solo). 2. Use standard notation to record simple musical ideas. 3. Sing or play melodies accurately and expressively from a written score in at least one clef. 4. Identify and accurately interpret symbols for dynamics, tempo, expression, and articulation. 5. Describe the role of the composer. 6. Describe the role of conductors, singers or instrumentalists in a performance. 7. Improvise simple harmonic accompaniments using a variety of sound sources. 8. Sing or play music that has a difficulty level of 2 on pitch; in rhythm; with appropriate timbre; with a steady tempo; with good breath; mallet or fingering control; and with clear articulation/diction. 9. Compose/arrange music within specific guidelines. 10. Improvise rhythmic and melodic variations on given melodies.
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3rd Grade
Visual Arts 1. Describe and demonstrate how two materials; i.e., crayon and chalk, are used to achieve different effects depicting a similar idea. 2. Demonstrate fundamental processes in a variety of visual art forms. 3. Match the processes used with simple tools; i.e., applying paint, modeling clay, etc. 4. Create a composition expressing a personal idea from observation, research, or imagination. 5. Create the illusion of depth and texture in a 2-D artwork; e.g., overlap, size, change, and placement. Dance, Drama, Music and Visual Arts 1. Match the types of occupations with their art form (e.g., actors, directors, playwright, designer with drama). 2. Compare ways the arts are used in a celebration. 3. Point out ways the arts are used for personal time and enrichment. 4. Use the vocabulary of elements, principles, and tools when describing a work of art. 5. Plan and create a work of art that expresses a specific idea, mood, or emotion using defined elements, principles, and tools. 6. React to performances/art works in a respectful, constructive, and supportive manner. 7. Describe how the arts inform viewers about people and events from history. 8. Name significant artists in dance, drama, music, or visual art.
4th Grade
Visual Arts 1. Select and use appropriate tools and materials to create in 2-D and 3-D. 2. Describe or demonstrate tools and processes or weaving, printmaking, and sculpture. 3. Describe the mood depicted in a variety of artwork with the same subject.
5th Grade
Visual Arts 1. Select specific tools, materials, and processes to communicate an idea in a 2-D and 3-D artwork. 2. Recognize the different characteristics of similar materials, (e.g., water/color/tempera, crayon/chalk).
The Arts in History, Society, and Everyday Life
Dance, Drama, Music and Visual Arts 1. Evaluate audience behaviors of self and others. 2. Describe the roles of artists in society (e.g., historian, critic, entertainer, inventor). 3. Describe a variety of places where the arts are produced, performed, or displayed. 4. Explain ways dance, drama, music, and visual art play a part in everyday life (e.g., architecture, landscape design, political cartoons, fashion design, background music, television). 5. Explain how the arts are used in commercial applications (e.g., posters, TV commercials, package design, industrial design). 6. Describe occupations that are related to the arts (e.g., landscape architect, political cartoonists, fashion designer, sound engineer). 7. Identify cultural characteristics of a work of art. 8. Investigate the ways various people (present and past) use the arts to celebrate similar events (e.g., celebrations, festival, seasons).
Dance, Drama, Music and Visual Arts 1. Demonstrate good audience behavior and evaluate the behavior of self and others. 2. Describe how audience behavior changes a product or performance. 3. Know that there are many art forms throughout the world that are unique to different countries and cultures.
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Unwrapped Fine Arts Standards Grades 6-8

6th Grade
Sharing the Arts 1. Demonstrate the importance of utilizing a variety of elements in their original creations. 2. Appreciate different cultures art. 3. Decide what contribution they will make to the arts in their future.
7th Grade
The Arts in My Changing World 1. Demonstrate the importance of utilizing a variety of elements in their original creations. 2. Appreciate different cultures art. 3. Use observation of the world around them as a basis for the arts. 4. Describe qualities and elements used to convey meaning in a variety of artworks. Dance 1. Describe personal and peer performances in terms of sensory elements (time, space, force, and flow). 2. Give examples of choreographic principles (contrast, repetition, transition, variety, balance) and musical/choreographic forms (AB, canon, rondo, theme, variation). 3. Interpret ways spatial factors, relationships, and body actions are used to convey meanings in dance compositions. Drama 1. Analyze a drama for the types of conflict it contains (e.g., man vs. man, man vs. self, man vs. nature, man vs. supernatural, man vs. society). 2. Describe plot techniques used to enhance a drama (e.g., choice of time and place, use of minor characters, introduction of new information.
8th Grade
Global Influences and the Arts 1. Understand what influences the arts have on the world. 2. Demonstrate a greater awareness of how various elements and qualities combine to create an emotional effect in various art forms. 3. Use the elements and principles to create and analyze the arts. Dance 1. Give examples of how to apply aesthetic principles (contrast, repetition, transition, variety, balance) and musical/choreographic form in dance compositions. 2. Analyze dance compositions for expressive qualities related to ideas, feelings, and moods. 3. Demonstrate movement skills and explain the underlying principles (body alignment, control, coordination, balance, elevation).
Dance 1. Describe dance compositions in terms of sensory elements (time, space, force, flow). 2. Identify aesthetic principles (contrast, repetition, variety, balance) and musical/choreographic forms (AB, canon, rondo, theme, variation). 3. Discuss how and why dances are open to different interpretations and reactions.
Drama 1. Analyze how different emotions affect an actors movement, facial expressions, posture, walk, and gestures. 2. Describe ways an actor uses voice (e.g., pitch, rate, volume) and body (e.g., posture, gestures, facial expressions) to communicate character and setting.
Drama 1. Compare and contrast how the vocal elements (pitch, rate, volume, dialect, diction) and the physical elements (posture, gestures, facial expressions, mannerisms) are used to communicate character and conflict. Analyze actor movement and voice in relation to the type of performance space.
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6th Grade
Drama (Cont.) 3. Combine vocal qualities with physical pace and rhythm to make a character unique or distinct form others. 4. Identify different types of narrative conventions used in a drama (e.g., narrator as character, narrator as storyteller, narrator as omnipotent observer). 5. Construct a scenario with a definite beginning, middle, and ending.
7th Grade
Drama (Cont.) 3. Compare improvisation and scripted drama. 4. Defend the choice of design elements (props, costumes, lights, sound, make-up, and/or sets) to communicate an idea. 5. Analyze how the use of shape and level impact the communication of character status, character relationship, emotion, mood, and message.
8th Grade
Drama (Cont.) 2. Analyze the choice of design elements incorporated by a setting, costume, prop, sound, make-up, and/or lighting designer to communicate an idea. 3. Analyze dialogue, monologue, narration, and asides used to communicate events in a drama. 4. Identify dramatic structure (exposition, rising action, climax, conflict resolution). 5. Analyze character and plot dynamics. Music 1. Identify changes in tempo(s), dynamic(s) and articulation(s) in an aural example, using appropriate terminology (e.g., ritardando, accelerando, fermata, crescendo, sforzando, accent). 2. Explain how sensory elements, organizational principles, and expressive qualities are combined to produce unity/variety, tension/release, and balance in a musical performance. 3. Compare and contrast similar and distinctive artistic components (i.e., elements, principles, expressive ideas, processes, technologies, creative processes) across art forms.
Music 1. Describe tempo(s), dynamic(s), and articulation(s) in an aural example using appropriate terminology. 2. Replicate the beat and rhythms of a given musical example. 3. Distinguish between duple and triple meter in a musical example. 4. Identify major and minor tonalities in an aural musical example. 5. Identify intervals in an aural example. 6. Describe the texture and harmony of a given aural example. 7. Critique the appropriate use of organizational and sensory elements to create a mood, emotion, or idea in music of their own and that of others.
Music 1. Identify the basic components of tonality, intervals, beat, rhythms, chords, and harmonic progressions in a musical composition.
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6th Grade
Visual Arts 1. Describe value and line and how they transform 2-D shapes into 3-D forms. 2. Distinguish between figure and ground in a still-life composition. 3. Recognize variation, size and proportion to express an idea. 4. Locate contrast in 2-D and 3-D artworks (e.g., light to dark and big to small). 5. Describe the mood depicted in a variety of artwork with the same subject.
7th Grade
Visual Arts 1. Use the elements of design in order to observe designs in nature. 2. Be able to generate 2-D art showing an understanding of basic perspective. 3. Be able to evaluate/analyze art on the basis of elements and subject matter.
8th Grade
Visual Arts 1. Be able to generate art, which shows an understanding of perspective and depth with the correct use of value/shade. 2. Be able to combine several elements and principles into a unified composition. 3. Be able to evaluate and analyze a work of art.
Producing Works of Art
Dance 1. Discuss how the body can gain strength, flexibility, and endurance in a safe manner. 2. Identify ways that accompaniment, sets, lighting, costumes, and/or technology can influence live or videotaped dance compositions. 3. Observe and discuss how processes (e.g., performing, improvising, exploring, composing, and choreographing) affect the expressive qualities of dance composition. 4. Combine and isolate 2-3 moving parts of the body in simple coordination. 5. Practice and improve precision, clarity, and quality in use of body parts, actions, and sensory elements when dancing. 6. Remember, practice, and perform dances made over a period of time. 7. Discuss the processes that apply when choreographing dance compositions.
Dance 1. Analyze how various processes can change the effect of expressive qualities in dance compositions. 2. Explore, select, and refine actions, dynamic, spatial, and relationship content in dance competitions. 3. Perform with others in unison and canon and with spatial clarity. 4. Demonstrate movement that reflects musical qualities, form, and style. 5. Structure phrases and sections of dances based on teachers framework. 6. Apply creative processes related to the development of dance compositions.
Dance 1. Choose appropriate warm-up exercises for specified dance movements. 2. Use the technical processes (dancing, improvising, exploring, composing, choreographing) to create dance compositions. 3. Remember and perform traditional and created dances showing its style, expression, and form. 4. Demonstrate greater awareness of structure of dances (e.g., beginning, phrases, pauses, stops, sections, contrasts, climax). 5. Create and perform a dance composition that reflects a clear and focused idea.
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6th Grade
Drama 1. Analyze how the primary tools (mind, body, voice) impact an actors skills. 2. Compare the use of support tools (i.e., costume, lights, props, sounds, make-up) in a variety of dramas. 3. Compare directing to acting and improvising. 4. Describe the acting process (e.g., memorizing, determining and enacting characters wants, listening, maintaining concentration). 5. Discuss the impact brainstorming, evaluation, and imagining has on a drama. 6. Incorporate vocal techniques of volume and clarity and physical techniques of poise, posture, facial expression, and eye contact to create a character. 7. Invent a character based on personal experience or research. 8. Adapt a story into a performed drama.
7th Grade
Drama 1. Analyze how the support tools and the primary tools work together to communicate an idea. 2. Compare playwriting to improvising and directing to acting. 3. Analyze advanced negotiation strategies used to plan a drama (e.g., win-win, compromise, chance, voting,, agree to disagree). 4. Analyze the steps of the artistic process used in drama. 5. Plan, design, and/or alter a space, prop, costume, and/or sound source to communicate an idea. 6. Demonstrate planning, practicing, evaluating, and revising techniques with a team. 7. Demonstrate improvisational skills. 8. Select set, props, costumes, lights, and sounds to support a drama.
8th Grade
Drama 1. Use mind, body, and voice to make support tools/design elements appear real to an audience. 2. Describe ensemble and teamwork activities required in a theatre production. 3. Explain a range of resources one can use for acting, scripting, and designing (e.g., web sites, dialect tapes, source books, fieldtrips, interviews). 4. Use vocal techniques (e.g., enunciation, pronunciation, rate, rhythm, tempo, tone, pitch, volume) to perform monologue and dialogue. 5. Memorize and deliver character lines, actions, and reactions form a play, scripts, scenario, or original work. 6. Direct a scene. 7. Demonstrate concentration, observation, imagination, vocal and physical adaptation, memorization, relaxation, listening, reacting, motivation, and sensory recall in the creation of a drama/theater activity or performance. Music 1. Demonstrate basic vocal and/or instrumental production techniques (e.g., breath support, posture). 2. Demonstrate the ability to read written notation for a vocal or instrumental part. 3. Critique the effectiveness (e.g., style interpretation, instrumentation) of a performer or conductor.
Music 1. Perform melodies in 6/8 meter. 2. Analyze the sound sources of a given recorded example. 3. Demonstrate basic vocal and/or instrumental production techniques (e.g., breath support, posture, bowing). 4. Create ones own musical ideas.
Music 1. Describe basic sound production theory (electronic and acoustic). 2. Demonstrate basic vocal and/or instrumental production techniques (e.g., breath support, posture). 3. Use notation to record ones own and others musical ideas. 4. Sing and play accurately and with expression.
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6th Grade
Music (Cont.) 5. Sing and play accurately from standard notation symbols for pitch rhythm, dynamics, tempo, articulation, and expression. 6. Sight-read simple melodies and rhythms.
7th Grade
Music (Cont.) 5. Critique the effectiveness of a performer or conductor. 6. Demonstrate or describe the relationship of practice/rehearsal techniques to performance. 7. Demonstrate or describe cooperative interaction in ensemble performance. 8. Compare and contrast sound production of instruments from various cultures. 9. Sing or play music that has a difficulty level of 3 (on a scale of 1 to 6, 1 being very easy and 6 being very difficult) on pitch; in rhythm; with appropriate timbre; with a steady tempo; with good breath or finger control; with clear articulation/diction; and with expression appropriate for the work being performed. Visual Arts 1. Know and experiment with a wide variety of tools and art materials, along with their names, uses and safe handling. 2. Be able to produce an artistic work in different medium, choosing a subject and application of the elements into a composition.
8th Grade
Music (Cont.) 4. Analyze the way in which performer or conductors interpret the intent of the composer in a recorded or live performance. 5. Compare and contrast sound production of instruments from various cultures. 6. Improvise harmonizing parts in a variety of styles. 7. Compose/arrange music within specific guidelines and style. 8. Classify singers according to their vocal range.
Visual Arts 1. Select specific tools, materials, and processes to communicate an idea a 2-D and 3-D artwork. 2. Recognize the different characteristics of similar materials (i.e., watercolors, crayon/chalk). 3. Use media, tools, and processes through innovative techniques to influence the future direction of art.
Visual Arts 1. Know and experiment with a variety of tools and art materials, along with their names, uses and safe handling. 2. Be able to produce artistic works in different medium, choosing subject and application of the elements into a composition. 3. Be able to use creative problem solving as artwork progresses.
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Performance Area The Arts in History, Society, and Everyday Life
6th Grade
Dance, Drama, Music, Visual Arts 1. Explain ways dance, drama, music and visual arts play a part in everyday life (e.g., political cartoons, fashion design, background music, television). 2. Analyze how the arts are used in commercial applications (e.g., posters, TV commercials, package design, industrial design). 3. Give examples in which various arts are used to persuade and promote ideas. 4. Demonstrate good audience behavior and evaluate the behavior of self and others. 5. Describe how audience behavior changes a product or performance. 6. Compare the ways different cultures, times, or places use materials to produce works of art (e.g., musical instruments, masks, puppets, pottery, textiles). 7. List artists who have made significant contributions and describe their ideas. 8. Investigate how the arts reflect different cultures, times, and places. 9. Compare how different art forms express aspects of the same culture, time or place. 10. Compare and contrast the contribution of individual artists on movements, trends, or periods. 11. Analyze how the arts function in ceremonies (e.g., Olympics, political convention). 12. Identify how various arts are used to persuade and promote ideas (e.g., political conventions, campaigns, advertising).
7th Grade
Dance, Drama, Music, Visual Arts 1. List technology used in the arts (e.g., cameras, synthesizers, computers, printing press). 2. Demonstrate good audience behavior and evaluate the behavior of self and others. 3. Describe how audience behavior changes a product or performance. 4. Determine the reasons why certain artists or works of art reflect culture (e.g., totems, ritual). 5. Analyze how the works of a particular artist shape or reflect a given time period or event.
8th Grade
Dance, Drama, Music, Visual Arts 1. Analyze how the arts function in historical, societal, economic, and personal contexts (e.g., economic trends, creative thinking, intra/inter communication, adornment, environments, entertainment, historical record, jobs). 2. Analyze how the arts inform and persuade through movement, sound, and image. 3. Examine the purpose and effects of various media (e.g., film, print, multimedia presentations) in terms of informing, entertaining, and persuading the public. 4. Analyze how a particular art work (e.g., social dance, political cartoons, protest songs, films) influenced society in a given time period. 5. Describe the influences of at least two artists on their times. 6. Research art from history through a specific art movement and use it as a basis for their own work.
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Power Standards and Safety Net Curriculum for Foreign Language

The Hawthorn District 73 mission of foreign language instruction is to provide many of our children the opportunity to acquire the knowledge, skills, and cultural appreciation associated with learning a second language. Furthermore, it should prepare students for the further study of other languages and related disciplines. Power Standards and Safety Net curriculum have been identified for foreign language. Essential Learning Standards, enduring understandings, and educational goals for all students are based upon and aligned with the Illinois State Standards and reflect the strands of learning the target language for communication, target language customs, arts, literature, history, and geography, and applying the target language to another discipline. These Essential Learning Standards are further expanded through the specialized dual language and foreign language programs and curriculum maps at each grade level and by every teacher.
Illinois State Standards for Foreign Language

Target Language for Communication State Goal Twenty-eight: Use the target language to communicate within and beyond the classroom setting. A. Understand oral communication in the target language. B. Interact in the target language in various settings. C. Understand written passages in the target language. D. Use the target language to present information, concepts and ideas for a variety of purposes to different audiences. Target Language Customs, Arts, Literature, History and Geography State Goal Twenty-nine: Use the target language to develop an understanding of the customs, arts, literature, history and geography associated with the target language. A. Understand manners and customs of various target language societies. B. Understand music, dance, folk art, visual art, drama and architecture related to the target societies. C. Understand literature and various media of target language societies. D. Understand history of areas where the target language is spoken. E. Understand geography of various language societies. The Target Language and Other Disciplines State Goal Thirty: Use the target language to make connections and reinforce knowledge and skills across academic, vocational and technical disciplines. A. Use the target language to reinforce and further knowledge of other disciplines. B. Use the target language to demonstrate knowledge and understanding of a variety of career options.
Foreign Language this Year and Beyond

Three programs address the States foreign language standards. The first is our K-5 Dual Language program. This program, in its seventh year, is a K-5 program at Townline Elementary. This program is a program of choice and includes two or three classes of students at each grade level. Each class includes approximately twenty-four students, half being native English speakers and the other half being native Spanish speakers. Each year, two or three more kindergarten classes are added. Dual language students, upon entering middle school, are eligible for an advanced Spanish and cultures class in sixth through eighth grades. Another program addressing the foreign language standards is the middle schools foreign language program for seventh and eighth graders. Spanish is offered to a select group of students. French will be discontinued when the 2008-2009 eighth grade students complete the program. Program space is limited. Criteria to enter the program include high academic achievement, test scores, and teacher recommendation. The curriculum is rigorous and covers the level 1 high school foreign language program over two years. Students successfully completing the program and meeting criteria on a high school placement test can qualify for level 2 foreign language placement as freshmen. All students at Townline Elementary, K-5, take part in a foreign language exploratory program. The program allows students to explore foreign language study on a very flexible schedule two days per week.
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Unwrapped Foreign/Dual Language Standards Grades K-2

Performance Area Power Standards By the end of a grade, students will
Kindergarten
Developing Ways to Communicate in the Target Language (Spanish) 1. Understand that communicating in the target language is important in developing a deeper appreciation for and enjoyment of languages. 2. Learn how the culture, customs, and traditions of the countries of the target language are similar and different than their culture.
1st Grade
Developing Ways to Communicate in the Target Languages (Spanish and English) 1. Understand that languages have structure, that structure varies from language to language, and the structure of the target language. 2. Communicate in the target language and that it is important in developing a deeper appreciation for and enjoyment of languages. 3. Learn how the culture, customs, and traditions of the countries of the target language are similar and different than their culture. 1. Use the infinitive tenses of introduced verbs. 2. Use the first person form of introduced verbs. 3. Recognize gender and number. 4. Hear differences between questions, statements and exclamatory statements. 5. Respond to an increased number of simple commands; e.g., put away, take out. 6. Ask an increase number of basic memorized questions. 7. Respond spontaneously to simple questions and prompts. 8. Use routine courtesy expressions accurately 9. Copy simple sentences in the target language. 10. Complete a simple sill-in-the-blank activity in the target language; e.g., form requesting name, address telephone number. 11. Categorize words based on meaning. 12. Label familiar items; e.g., family members, classroom objects, pets.
2nd Grade
Understanding Patterns in Communication of the Target Languages (Spanish and English) 1. Understand there are similarities and differences when communicating in the native and target languages. 2. Recognize and appreciate similarities and differences with one own culture and that of the target language. 3. Identify that patterns for communicating vary from language to language.
Target Language for Communication
1. Recognize gender and number. 2. Hear differences between questions and statements. 3. Respond to simple commands; e.g., stand up, sit down. 4. Ask basic memorized questions. 5. Respond with memorized answers to questions that use familiar language. 6. Repeat routine courtesy expressions accurately. 7. Imitate sounds and words with age- and stage-appropriate pronunciation. 8. Identify the written form of familiar spoken language; e.g., simple greetings, basic vocabulary. 9. Copy words and phrases in the target language. 10. Label familiar items; e.g., family members, classroom objects, pets.
1. Distinguish between questions and statements. 2. Recognize the sound differences in words that indicate number, gender, person, and case. 3. Match illustrations to a story or complete guided written activity of illustrated stories. 4. Follow directions using common classroom vocabulary. 5. Ask a greater variety of basic memorized questions. 6. Respond to a number of prompts that use familiar language. 7. Imitate sounds, words, phrases with age- and stage-appropriate pronunciation, intonation and inflection. 8. Respond to a variety of questions using learned materials. 9. Read aloud the written form of familiar language; e.g., simple greetings, basic vocabulary, numbers, dates, and time.
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Performance Area Target Language for Communication (Cont.)
Kindergarten
Unwrapped Foreign/Dual Language Standards 1st Grade
2nd Grade
10. Use cognates to decode meaning of a passage. 11. Recognize repeating patterns in the target language. 12. Demonstrate understanding of simple stories, poems, or songs read to them. 13. Write simple sentences with assistance. 14. Describe people, activities, or objects from school or home.
Target Language Customs, Arts, Literature, History, and Geography
1. Recite common forms of courtesy, greeting, and leaving appropriate to the time of day; e.g., please, thank you, hello, happy birthday, good-bye, see you soon. 2. Sing or dramatize a song in the target language. 3. Recognize the main character, settings, and events from selected samples of culturally authentic childrens literature with an audio or visual cue.
1. Use common forms of courtesy, greetings and leave takings appropriate to the time of day; e.g., good morning, good afternoon. 2. Recognize correct forms of courtesy in relations to another person; e.g., Mr. Mrs. 3. Sing or dramatize a song in the target language. 4. Recognize the main character, settings, and events from selected samples of culturally authentic childrens literature with audiovisual cue. 5. Experience authentic demonstrations of traditions and celebrations by families of the target culture.
1. Demonstrate culturally authentic activities; e.g., sing a song, play a game, prepare a food, following simple target language instructions. 2. Identify traditions and customs associated with times of the year and national events. 3. Identify an art form related to the target language country. 4. Imitate an art form related to a target language society. 5. Sing or dramatize a song in the target language. 6. Dramatize a simple story. 7. Retell a simple story in native language representative of the areas where the target language is spoken. 8. Name the main characters, settings, and events from selected samples of culturally authentic childrens literature using audio/visual cues. 9. List some special celebrations. 10. Demonstrate awareness of a special celebration, historical event, or important person in the target cultures in an age- and developmentally-appropriate manner. 11. Recognize simple geography terms in the native language.
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Performance Area The Target Language and Other Disciplines
Kindergarten
1. Use simple math vocabulary; e.g., name numbers and simple geometric shapes. 2. name simple science terms referring to weather. 3. React to directions given in the target language while participating in a physical activity; e.g., Simon says. 4. Associate common professions and jobs with visual or auditory cues.
Unwrapped Foreign/Dual Language Standards 1st Grade

1. Use simple math vocabulary; e.g., name numbers and geometric shapes. 2. Name simple science terms referring to weather and nature. 3. React to directions given in target language while participating in a physical activity. 4. Use real life experiences to connect with historical situations; e.g., Thanksgiving and immigration. 5. Recognize cognates; e.g., familia/family, and comunidad/community.
2nd Grade
1. Name simple science terms related to the second grade curriculum. 2. Name simple terms related to the second grade social studies curriculum. 3. Use the target language to solve simple math exercises. 4. Respond verbally to questions and directions given in the target language while participating in a physical activity. 5. Name some common professions and occupations in the community.
136
Unwrapped Foreign/Dual Language Standards Grades 3-5

3rd Grade
Assuring Quality in our Communication of the Target Language 1. Understand that there are unique characteristics, cultural diversity, histories, and traditions of different groups of people. 2. Contribute as citizens to their local communities in a variety of ways. 3. There are similarities and differences when communicating in the native and target language. 4. Understand that it is important to recognize and appreciate similarities and differences with ones own culture and that of the target language. 1. Demonstrate understanding of short, simple narratives, conversations or oral presentations with assistance from resources within developmentally appropriate, highly predictable, and familiar contexts. 2. Follow multi-step instructions using common classroom vocabulary 3. Respond to an increased number of questions in the form appropriate to ones relationship with another person. 4. Pronounce words and phrases with age- and stage-appropriate pronunciation, intonation, and inflection. 5. Ask learned questions spontaneously in familiar contexts. 6. Respond spontaneously with simple answers to questions using acquired language.
4th Grade
Examining Interrelationships of Communication in the Target Languages (Spanish and English) 1. Understand that the native and target languages can be used to communicate beyond the classroom. 2. Know that using the target language can help with developing an understanding of the customs, arts, literature, and cultures of the target language countries. 3. Understand that the target language can be used to reinforce and further knowledge in other disciplines.
5th Grade
Analyzing Forms of Communication in the Target Language (Spanish and English) 1. Understand that higher levels of communication are expected in the target languages. 2. Know that effectively listening is important to improving skills in the target languages. 3. Know that it is important to use the target languages to acquire, assess, and communicate information in the target languages. 4. See there are unique characteristics, cultural diversity, and traditions of different groups of people in the target languages.
1. Infer meaning using contextual clues and drawing on known roots, words, and phrases. 2. Use known vocabulary and grammatical structures to write and present a simple production or media presentation, e.g. skit, commercial, ad, song.
1. Demonstrate understanding (e.g., retell, dramatize, illustrate) of narratives, conversations, and aural presentations using available resources. 2. Follow multi-step instructions in a variety of contexts. 3. Produce age- and stage-appropriate pronunciation, inflection, and intonation patterns. 4. Ask questions spontaneously in some new contexts. 5. Respond spontaneously to questions. 6. Demonstrate comprehension of gestures and body language often used in everyday interaction in the target language culture.
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3rd Grade
7. Follow simple written classroom instructions. 8. Summarize simple passages. 9. Use cognates and loan words to infer meaning of unfamiliar material. 10. Compose a simple report about family members, friends, objects, or common school and home activities using appropriate punctuation and capitalization. 11. Dramatize sentences containing new vocabulary, e.g. charades. 12. Give a short presentation supported by visuals regarding family members, friends, objects, or common school and home activities. 13. Use preparation and presentation aids to facilitate oral and written presentations. 14. Create a short, simple original story or poem based upon a model.
Unwrapped Foreign/Dual Language Standards 4th Grade
5th Grade
7. Repeat target language expressions using pronunciation comprehensible to a native speaker accustomed to interacting with second language learners. 8. Demonstrate comprehension of the main message of a variety of written materials with the help of available resources (e.g. dictionary, thesaurus, software, internet, e-mail). 9. Identify word use, phrasing, and sentence structure of the target language with those of the native language. 10. Combine and recombine learned material to write a paragraph on a familiar topic using appropriate punctuation grammar, and capitalization. 11. Prepare a written or audio-visual presentation (e.g. information exchange with peers using available resources) on a topic of interest in daily life. 12. Create and present an original story or poem based on a model.
138
Performance Area Target Language Customs, Arts, Literature, History, and Geography
3rd Grade
1. Role-play and demonstrate culturally authentic activities. 2. Role-play and demonstrate simple situations that demonstrate knowledge of activities popular in the target culture. 3. List simple arts vocabulary for selected art forms from target culture. 4. Determine type of literature, e.g. poetry, story, play, legend, comics) of target culture. 5. Identify key historical figures and events associated with areas where target language is spoken 6. Sequence historical events using acquired language. 7. List some areas where the target language is spoken. 8. Label basic geographical features on a map of a country where the target language is spoken.

1. State appropriate forms of courtesy in relation to another person, e.g. adult, peer, parent. formal/informal 2. Present a short report on a selected work of art and its creator. 3. Identify some characteristics of selected art forms using arts vocabulary in the target language. 4. Read and paraphrase selected literary works. 5. Match sample literary works to their authors. 6. Recognize some important people and events in the history of areas where target language is spoken.
5th Grade
1. Demonstrate a wider range of culturally authentic activities following target language instructions. 2. Role-play situations that demonstrate knowledge of activities popular in target language cultures, e.g. customs, leisure time, holiday practices 3. Recognize selected art works and identify their creators. 4. Apply essential target language vocabulary to refer to tools of one or more art forms. 5. Read, paraphrase, and summarize selected literary works 6. List the main points of selected media presentations in the target language. 7. Associate sample literary works with their authors. 8. Write or present a simple report on a key historical figure giving basic biographical information. 9. Describe a historic even in basic terms. 10. Use simple sentences to identify basic geographical features on a map. 11. Use maps, digital images, or other geographical environment (e.g. scarcity of water, ocean warming the coast, sites of interest, best routes to use) of an area where the target language is spoken.
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3rd Grade
1. Apply simple science terms in the target language related to the third grade science curriculum. 2. Apply simple terms related to the third grade social studies curriculum. 3. Give target language commands while participating in a physical activity. 4. Use target language terms to make measurements, e.g. time, linear, monetary, clothing sizes. 5. Give examples of common professions and occupations.

1. Apply simple science terms in the target language related to the 4th grade science curriculum. 2. Apply simple terms related to the fourth grade social studies curriculum. 3. Use the target language to gather and organize data (e.g. list, graph, diagram) to solve math problems in a simple format. 4. Identify some well-known people whose native language is not English. 5. Identify some professions in which the target language may be used.
5th Grade
1. Present information about products that originate in countries where the target language is spoken and that are used in the United States. 2. Name and apply science terms in the target language related to fifth grade science and social studies curriculum. 3. Use target language expressions to describe or participate in games, dances, and sports (e.g. encourage others, keep score). 4. Use target language to gather and organize data (e.g. model, outline, summary, solution) to solve math problems in a complex format. 5. Give examples of a variety of professions in which the target language may be used. 6. Describe activities and characteristics of selected occupations and work places. 7. Explore general career choices in which the target language can be used.
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Unwrapped Foreign/Dual Language Standards Grades 6-8

6th Grade
Evaluating Forms of Communication in the Target Languages 1. Understand that it is important to read with understanding and fluency in the target languages. 2. Know that reading and understanding literature in the target languages will help develop an appreciation of the various cultures. 3. Understand that writing in the target language is important to communicate for a variety of purposes. 4. Know that roles of individuals and groups and diversity affect societies of the target languages. 1. Demonstrate understanding (e.g. summarize, paraphrase) of conversations, narratives, and aural presentations. 2. Use resources and previously learned material to summarize a story. 3. Formulate questions spontaneously in a greater variety of contexts. 4. Recombine familiar elements of acquired language to produce original responses to questions in the target language. 5. Dramatize non-verbal cues, including gestures, common to the culture while interacting in the target language. 6. Read aloud in the target language using correct pronunciation, intonation, and inflection. 7. Explain the main message of a variety of written materials with the help of available resources.
7th Grade
Fostering an enthusiasm towards foreign language learning while interviewing culture and communication skills. 1. Understand that learning a foreign language allows opportunities for personalized growth and development as well as future endeavors. 2. Know that the purpose of learning a foreign language is to be able to communicate through written and spoken means. 3. Understand that learning a foreign language allows personalized interaction with foreign media (e.g. news, music, art, and literature.)
8th Grade
Developing preparedness to function culturally and linguistically in target language situations. 1. Understand that the acquisition of foreign language promotes/ provides success within a multilingual society. 2. Know that accuracy in communication of language skills encourages better communication. 3. Understand that better exposure to customs and traditions of the target language will bring understanding and appreciation of culture differences.
1. Identify differences between formal and informal forms of address. 2. Distinguish between questions and statements. 3. Recognize the sound differences in words that indicate number, gender, person, and case. 4. Demonstrate understanding of short, simple narratives, conversations, or oral presentations with assistance from resources (e.g. concrete objects, graphic organizers) within developmentally appropriate, highly predictable, and familiar contexts. 5. Follow multi-step instructions using common classroom vocabulary. 6. Ask and respond to a variety of questions using learned material. 7. Respond spontaneously with simple answers to questions using acquired language.
1. Demonstrate understanding of short simple narratives, conversations, or oral presentations with assistance from resources within developmentally appropriate, highly predictable and familiar contexts. 2. Follow multi-step instructions in a variety of contexts. 3. Initiate conversation about familiar topics. 4. Exchange basic information (e.g. greetings, leave-takings, common courtesy expressions) using culturally appropriate gestures. 5. Formulate questions spontaneously in a greater variety of contexts. 6. Repeat target language expressions using pronunciation comprehensible to a native speaker accustomed to interacting with second language learners.
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6th Grade
8. Write a developmentally appropriate paper (e.g., report, composition, letter, journal) about a familiar topic using specific guidelines. 9. Research and prepare a presentation on an unfamiliar topic of current or historical interest in the target culture. 10. Create and present an original story or poem.

8. Exchange basic information (e.g., greetings, leave-takings, common courtesy expressions) using culturally appropriate gestures. 9. Demonstrate improved pronunciation, intonation, and inflection. 10. Summarize a simple passage. 11. Use cognates and loan words to infer meaning of an unfamiliar material. 12. Infer meaning using contextual clues and drawing on known roots, words, and phrases. 13. Demonstrate comprehension of the main message of a variety of written materials with the help of available resources, e.g., dictionary, thesaurus, software, Internet, e-mail) 14. Dramatize sentences containing new vocabulary (e.g., charades). 15. Combine and recombine learned material to write a paragraph on a familiar topic using appropriate punctuation, grammar, and capitalization. 16. Use known vocabulary and grammatical structures to write and present a simple production or media presentation, e.g., skit, commercial, ad, song.
8th Grade
7. Demonstrate comprehension of key vocabulary as well as the main message of complex written materials without the help of visuals, but with the use of other print sources, e.g., dictionary, thesaurus. 8. Identify word use, phrasing, and sentence structure (e.g., idioms, false cognates, word order) for the target language. 9. Write a developmentally appropriate paper (e.g. report, composition, letter, journal) about a familiar topic using specific guidelines. 10. Use preparation and presentation aids (e.g. dictionaries, notes, visuals) to facilitate oral or written presentations. 11. Make a brief presentation on a topic of personal interest. 12. Create a short, simple original story based upon a model, e.g., fable, fairy tale.
142
Performance Area Target Language Customs, Arts, Literature, History, and Geography
6th Grade
1. Identify the theme of a selected work of art using terms from the target language. 2. Apply essential target language vocabulary to refer to tools and products of one or more art forms. 3. Demonstrate comprehension of simple materials in the target language with assistance from resources (e.g., chart, diagram, PowerPoint graph). 4. Create simple print or non-print media messages (e.g., TV commercial, magazine ads, posters) in the target language modeled on media examples. 5. Identify the plot and form of a simple literary work using the target language. 6. Use basic vocabulary to identify historical events and concepts. 7. Use maps, digital images, graphs, or other geographical representations to describe and discuss the geographical environment of an area where the target language is spoken.

1. Use common forms of courtesy, greetings, and leave-takings appropriate to the time of day. 2. Use common forms of courtesy appropriate to ones relationship with another person (e.g., adult, peer, parent). 3. Develop an awareness of accepted roles and activities of families and family members in societies associated with the target language. 4. Identify traditions and customs associated with times of the year and national events. 5. Develop an awareness of accepted roles and activities of families and family members in societies associated with the target language. 6. Identify traditions and customs associated with times of the year and national events. 7. Identify an art form related to the target language country(ies) or culture from which it originates. 8. Dramatize a simple story. 9. Demonstrate a dance or sing a song representative of the target language culture. 10. Name the main characters, settings, and events from selected samples of culturally authentic media using audio/visual cues. 11. Apply target language vocabulary to identify primary media sources. 12. Determine the type of literature (e.g., poetry, story, play, legend, comics) of the target language example. 13. Use maps and other available geographical representatives to identify physical characteristics of a target language country, e.g., locations, roads, regions, bodies of water.
8th Grade
1. Distinguish accepted roles of some social units in societies associated with the target language (e.g., the role of the extended family, the concept of friendship, the treatment of elders, gender roles). 2. Describe some specific social practices that occur in the U.S. in the target language culture, and in both) 3. Identify an art form related to the target language country(ies) or culture from which it originates. 4. Dramatize a simple story. 5. Demonstrate a dance or sing a song representative of the target language culture. 6. Name the main characters, settings, and events from selected samples of culturally authentic media using audio/visual cues. 7. Apply target language vocabulary to identify primary media sources. 8. Determine the type of literature (e.g. poetry, story, play, legend, comics) of the target language example. 9. Use acquired language to identify some historical and cultural events and concepts. 10. Use maps, digital images, graphs, or other geographical representations to describe and discuss the geographical environment (e.g. a scarcity of water, the ocean warming the coast, sites of interest, the best routes to use) of an area where the target language is spoken.
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6th Grade
1. Name and apply terms in the target language related to the 6th grade science and social studies curriculum. 2. Interpret data from timetables, schedules, charts, and graphs to analyze and solve math problems. 3. Describe the activities of a specific career in which the target language can be used. 4. Identify and describe occupations to areas where the target language is spoken.

1. Recognize the currency of a country where the target language is spoken. 2. React to directions given in the target language while participating in a physical activity (e.g., Simon Says). 3. Solve simple math exercises (e.g., a dictated math problem, computation with number words instead of numerals). 4. Report simple weather and nature phenomena. 5. Associate common professions and occupations with visual and auditory cues. 6. Identify some professions in which the target language may be used.
8th Grade
1. Associate selected currencies with countries of origin. 2. Respond verbally to questions and directions given in the target language while participating in a physical activity. 3. Use target language terms to make measurements (e.g., time, linear, monetary, clothing sizes). 4. Identify target language vocabulary for basic earth science content terms (e.g., mountains, coast, desert, river) and life forms. 5. Identify some professions in which the target language may be used. 6. Give examples of common professions and occupations.
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Hawthorn School District #73

841 West End Court Vernon Hills, Illinois 60061 847-990-4200
www.hawthorn73.org

Hawthorn Curriculum Guide 2008-2009

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2008-2009

Hawthorn School District #73

w w w.hawth orn 73 .org

Hawthorn School District 73

Honored for Excellence in Education

2008 Hawthorn District 73 Curriculum Advisers

Social Studies Curriculum Maps

Foreign Language Curriculum Maps

Mathematics Curriculum Maps

Physical Development and Health Curriculum Maps

Science Curriculum Maps

Fine Arts Curriculum Maps

Key Terminology in the 2008-2009 Curriculum Guide

Technology Integration Goals

What Are Power Standards?

The Rationale for Power Standards

Power Standards Identification Criteria

Language Arts Power Curriculum

Illinois State Standards for Language Arts Reading

Listening & Speaking

Researching and Presenting

Language Arts This Year and Beyond

Language Arts Grades K 2 Big Idea

Kindergarten Developing Communication

1st Grade Refining Communication

2nd Grade Understanding Patterns in Communication

Technology Integration Goals Grades K-2

Unwrapped Language Arts Standards Grades K-2

Unwrapped Language Arts Standards

Unwrapped Language Arts Standards

Unwrapped Language Arts Standards

Unwrapped Language Arts Standards

Unwrapped Language Arts Standards

Listening and Viewing Applications

1. Classify grade-appropriate categories of words.

Research Conventions Research Applications

1. Alphabetize words by first and second letters.

1. Demonstrate familiarity with a variety of sources.

Language Arts Grades 3 5 3rd Grade Assuring Quality in our Communication

4th Grade Examining Interrelationships of Communication

5th Grade Analyzing Forms of Communication

Technology Integration Goals Grades 3-5

Unwrapped Language Arts Standards Grades 3-5

Unwrapped Language Arts Standards

1. Read a variety of texts including fiction, nonfiction, poetry and drama.

Unwrapped Language Arts Standards

Unwrapped Language Arts Standards

Unwrapped Language Arts Standards

Unwrapped Language Arts Standards

Unwrapped Language Arts Standards

Unwrapped Language Arts Standards

Listening & Viewing Applications

Research Strategies Research Conventions Research Applications

1. Conduct research using a variety of sources for assigned or self-selected projects.

1. Use multiple representations of material to locate information.

Technology Integration Goals Grades 6-8

Unwrapped Language Arts Standards Grades 6-8

Unwrapped Language Arts Standards

Unwrapped Language Arts Standards

Unwrapped Language Arts Standards

Unwrapped Language Arts Standards

Listening & Viewing Strategies